Grove News Winter 2019

Grove News Lakefield College School | Winter 2019

INSIDE:

Head of School and Foundation— The Things I’ve Learned From You Alumni on a Medical Mission Q&A With David Miller ’77

Events 2019

Visit lcs.on.ca/events for details

Trustees 2018/19

Lakefield College School

Board Chair Nicole Bendaly ’93

MAY 11

LCS Trustees’ Meeting (LCS)

25 LCS Head Students’ Summit (LCS)

25 Regatta Day (LCS)

31 Grade 12 Going Grove Grad Dinner (LCS)

JUNE 14

Grove Society Parent Pub Night (Lakefield)

15

Closing with Keynote Speaker Dr. Leo Groarke, Trent University President & Vice-Chancellor (LCS)

SEPTEMBER Home to The Grove Weekend: 28 Fall Fair, Alumni Reunion (LCS) 29

Andy Harris Cup: Grove Golf Tournament (Peterborough)

lcs.on.ca/events

Be sure to regularly visit our events page online to view all upcoming alumni receptions and other events.

Past Chair Nick Lewis ’77 Joel Allen ’01 Bianca Bell ’06 Tim Bell ’00 Marilynn Booth Carlo Bos ’94 Max Brandes ’19 Lorraine Brown Jennifer Cameron Stephen Coates ’90 Tim Cooper ’98 Chonée Dennis Paul Desmarais III ’00 Peter Dunn ’62 Whitney Dunn ’95 Isaac Eshikaty Amanda Ethier ’98 Ann Farlow Romina Fontana ’94 Ian Fung ’00 Rory Gilfillan Sue Guest Terry Guest* Neil Hamilton James Hicks ’84 Alan Ingram Brett Jackman ’03 Warren Jones ’88 Anne-Marie Kee Zack Kembar ’87 Janet Lafortune

Kim Little ’53 Ross Little ’81 Hugh Macdonnell ’85 Lara MacGregor Kevin Malone ’77 Patrick Marshall ’90 Jim Matthews ’58 Karen McKnight John McWilliams ’65 David Miller ’77 Riona Mohan ’09 Bill Morris ’70 Margaret Nelligan Jonathan Popper ’87 Tony Pullen ’63 Vicki Pullen Sean Quinn ’82 Danielle Saputo Bishop Riscylla Shaw Murray Sinclair ’79 Scott Smith ’87 John Stelzer ’00 Tom Stevenson ’78 Losel Tethong ’89 Stuart Thompson ’91 Richard Tucker ’77 Emilia Voudouris ’19 Cara Westcott Chris White ’90 Terry Windrem His Royal Highness, The Duke of York ’78 Directors in Bold * Honorary Alumni

LCS Foundation Honorary Chair His Royal Highness, The Duke of York ’78 Board Chair Jock Fleming ’74 Chair Emeritus Paul Desmarais Jr. ’73 Emilio Azcarraga Jean ’87 Marilynn Booth Bruce Boren ’87 Michael Cooper France Deshaies Andrew Durnford ’85 Bernard Gault John K. Hepburn ’68

Suzanne Legge Orr Angus MacNaughton ’48 Jim Matthews ’58, (Secretary) Bill Morris ’70 Marc Parent Rosemary Phelan Donald Ross ’48 John Ryder ’77 Thomas Ryder ’53 Murray Sinclair ’79 Nancy Smith Tom Stevenson ’78 Géza von Diergardt Richard Wernham Directors in Bold * Honorary Alumni

A Multitude of Colourful Images Every season at Lakefield is uniquely

gathered in front of the waterfront’s

mission to enliven the classroom

Grovey, but also bracingly distinct

new boardwalk. I can only imagine

experience (see Stephanie Jackman’s

from the one that came before.

what must have gone through the head

chemistry class on p. 28), and our

of the lone motorboater making her

Positive Education leaders have

way innocently across Lake

conceived of interesting new ways for

Katchewanooka at that exact moment!

our students and staff to tap into their

When I cast my mind back on the last six months, a multitude of colourful images pop forward. The best thing is that these snapshots come from every

Notable developments in the last few

part of our school. They represent a

months extend beyond these

community undergoing a process of

spectacular events, of course.

continual reinvention, while staying reassuringly faithful to its roots.

Our student ‘warriors for well-being’

One stand-out example was the

strategies for foregrounding physical

tremendous success of our Fall

and mental health in our school life

musical, Mamma Mia! (featured on our

(p. 24).

cover and on p. 12).

continue to implement creative

The Leadership, Character, Values

Another was the visually stunning

(LCV) program iterated new

Canoeing Extravaganza at the opening

approaches to meeting each grade

of our redesigned waterfront at Fall

level where they’re at, designing

Fair (see p. 14).

challenges and opportunities that

It was a sight to behold when the musical’s cast performed their opening dance number for the Fall Fair crowd

recognize the uniqueness of each phase of high school (p. 31).

Our faculty are persisting in their

strengths and create upward spirals, improving their overall learning experience (p. 9).

We’re also pleased to share with you profiles of alumni (from the Class of ’87 to that of ’03) who are making tremendous contributions to their communities and the larger world through the practice of medicine.

You hold something special in your hands. Go ahead—turn the page!

Contributing Editor Brendan Fell ’04 works in the Guidance Office at Lakefield College School. He is a member of the Writers’ Group of Peterborough and is a frequent contributor to local film projects.

FRONT & BACK COVER: Lakefield College School fall production of the musical, Mamma Mia! ABOVE and p.ii: Students enjoying Ted Pope Day (annual all-school ski day) named after an LCS Old Boy (Class of 1942). Ted loved the thrill of adventure, and was responsible for redefining the scope of downhill skiing, expanding into new areas with the addition of lifts, jumps, and inter-scholastic competition.

ii | Grove News Winter 2019

Table of

CONTENTS 2

Head of School and Foundation—The Things I’ve Learned From You

9

A Message from the LCS Board Chair

Positive Education—It’s All Good The Makings of a Triathlon Challenge. Grit. Accomplishment.

14

School Highlights

24

Strategic Planning to Date

31

Leadership, Character, Values: Walking the Talk

LCS THRIVE / Jack Chapter Club: Warriors for Well-being

51 59

12 24

Starting Fires—Passion and Experiential Learning

Grove Society Update

38

6

36

1879 Society and Latest Focus Forward

28

37

Alumni on a Medical Mission. A Life of Caring Piers Barker ’87: Taking Grove Lessons to Heart Brianna (Lyttle) Schumacher ’02: The Baby Maker Alex Lyttle ’03: The Author Doctor Matthew Heeney ’87: A Winding Path Daisy Moores ’96: Hard Things Are Doable Alumni Class News In Our Memories In Memory: Percy Sherwood ’51

57

Q&A with LCS Alumnus David Miller ’77

Editor: Christine Vogel Editorial Committee: Heather Avery, Adam Bishop ’04, Vicky Boomgaardt, Joe Bettencourt, Theresa Butler-Porter, Anne-Marie Kee, John Runza, Tim Rutherford, Shane Smyth ’96 and Stephanie Wilcox ’03.

Contributing Photographer: Simon Spivey. Please address correspondence to the Communications Office: Lakefield College School, Lakefield, ON, K0L 2H0 705.652.3324 communications@lcs.on.ca

NOTE

HEAD OF SCHOOL AND FOUNDATION from

THE

(L-R) Anne-Marie Kee meeting with the Grade 9,10 and 11 Day Boys

What I have learned from you My goal this year—my second at Lakefield—has been to get to know our broader community. Having spent my first year focusing on the staff and students at the school, I wanted to shift my focus and learn from alumni, parents and alumni parents. Many of you have graciously hosted groups and everyone has been generous with their welcome and ideas. As I suspected, pride in The Grove is broad and deep, and our community is eager to contribute to a strong future.

I had two simple goals in all of my conversations—one, to share our opportunities and dreams for the future as well as our challenges, and two, to listen.

You each offer such a valuable perspective, and I’ve come away from our conversations with key insights that I wanted to share.

“Make sure the teacher-student relationships stay strong” Everyone everywhere has a favourite teacher, but I am hearing from alumni and parents that there is something more at Lakefield. Our community has an incredible fondness for our teachers, who go above and beyond, to inspire students, to share their passion for their subject and to take the time to connect with our students beyond 2 | Grove News Winter 2019

classroom learning. When I talk with alumni, I’m asked

ensure that every student has access to while they are

for assurance that our teachers—and staff!—are well

with us.

looked after and treated with respect. As one father of four advised: “Lakefield feels different, and your job is to ensure that that magic remains, which means your primary job is to take care of your staff.”

“The balanced program must not change” Our Vision. Direction. Focus. booklet outlines a direction that strengthens our balanced program and underscores our school motto: “Mens sana in corpore sano (A sound mind in a sound body)” and we live by this belief every

“What IS authentic learning? How is Lakefield ensuring that students are prepared for university” We refer to one of our new strategic pillars as “Authentic Learning” and it’s a concept that leads to the most questions. I hear two main themes from parents and alumni: i. There is a perception that Lakefield could be a stronger academic school.

day. It’s something our community asks about and has

I believe this is a perception held by all good schools and

always appreciated. Our students are all required to

their communities. As a Canadian Accredited

participate in sports, and as of last year, every student is

Independent School (CAIS), we not only meet but strive

also required to get involved in the arts. Our unique

to exceed, stringent educational standards. Our students

mandatory program means that students are engaged in

are accepted to their first-choice universities and they

our co-curricular program six days a week. They also go

attend some of the top post-secondary programs in the

to Chapel four times per week and engage in community

world. Moreover, they succeed. Additionally, our teachers

service that extends far beyond the provincial

consistently pursue professional development in order to

requirements. Mens sana in corpore sano is reflected

improve their programs, and we are working on a

throughout our programming and is still taken very

number of new initiatives, including the introduction of

seriously at LCS.

the Harkness method across all English classes, new

“We love the school’s new vision and its direction (and four pillars) really resonates”

Advanced Placement (AP) and business courses and more academic enrichment opportunities like the Global Online Academy. Our story of achievement—the strength of our academic program, student successes and talented

Again and again our alumni and parents have relayed

faculty—is one that our alumni and parents are

why our new strategic direction resonates with our DNA

encouraging us to brag about more, to share with the

and existing school strengths—and the areas we can

world. And so, going forward, we will.

really grow to differentiate us from other schools. The devil will be in the details, and we are committed to pursuing this direction, developing strategies and

ii. The term “authentic learning” feels like education jargon.

implementing tactics in a manner that reflects sound

Although some have questioned the relevance of the

research; engages our community to test plans; and

term “authentic learning,” saying it sounds like education

ensures our staff and students understand why we are

jargon, we are strongly committed to this idea driving our

changing some things and not others.

programming at LCS.

Our alumni have been telling me about what they

The concept of authentic learning sees students driving

learned living together as a community with students

their own learning within an integrated curriculum

from across Canada and around the world, and how

focused on challenge, choice and relevance. It goes far

many of their life long connections—which reach across

beyond knowledge of content to authentic engagement

the globe—began with their housemates at The Grove.

and reflection. Students strengthen their creative and

They’ve also been sharing great stories about the

critical thinking, communication and collaboration skills

confidence they developed—a certain kind of grit and

and develop a mindset focused on developing solutions

resilience—while on outdoor and service expeditions or

and reaching their goals. Authentic learning experiences

during other classes, often outdoors. They refer to these

offer students an opportunity to develop characteristics

experiences as transformational, which describes an

and skillsets that will serve them for life.

ethos of experience we are determined to create and Grove News Winter 2019 | 3

We already have a long tradition of experiential learning at

(no more than 26 students per house), and small advisory

Lakefield and we value the idea of preparing students for

groups (no more than 8 students per group). We have also

life, not just post-secondary education, so we are well-

intentionally outlined our commitment to “Community

positioned to take it to the next level. Having been to

First,” as a foundational pillar in our strategic planning, to

schools all over Canada, I actually believe we do this

reinforce and strengthen the magic of our community that

better than others. When I consider the skills that students

our alumni and families so value.

need in order to be successful in life I look at the learning that occurs at Lakefield both in and out of the classroom, and I believe our students are challenged and certainly equipped to take on whatever they pursue.

We’ve also come to realize that “small” is relative, and our research shows that even if we were to grow by 100 students over the next ten years, we would still remain the smallest of our competitor schools and maintain our small

I believe that a Lakefield education is so much more than

school advantage.

traditional academic preparation, and Lakefield must

“We are proud to be a Canadian boarding school”

continue to be a school where there is a place for everyone and where everyone can be challenged to be the best that they can be, try new things and step outside their comfort zones. In short, I believe that we are going to define—and own—authentic learning. (I understand that humility is a valued quality, particularly at The Grove, but I actually predict that others will follow our lead.)

Everyone wants to know how the school is doing in terms of enrollment, and when they hear that we have roughly 100 day students and 265 boarders, everyone is curious.

How has this changed? The answer is that our composition has been roughly the same for 20 years.

What is new is that this year, our international

“The best thing about The Grove is its caring community and small size and we want to see that preserved”

representation is more diverse than ever, with boarders

We will always cherish, nurture and grow the qualities that

prepared with a global perspective, and what better way to

LCS students and families have come to love about our

learn global competencies than by living with peers from

community—our small school feel, family-like residences,

around the world?

coming from 40 countries. This makes everyone feel immensely proud. We talk about the fact that Canada has changed, and so has the world. Students today must be

and the quality of relationships that exist between and among students and staff, teachers, coaches and advisors.

Trusting relationships are the cornerstone to deep learning and the lens of “Community First” allows us to

Throughout our history we have had growth spurts—from

focus on, nurture and grow the quality of relationships

164 students to 234 (between 1968-1978) and again from

that our students and families have come to love. Part of

239 to 333 students (between 1988-1998), with a few

our plan to strengthen relationships with our local and

smaller jumps in between and since. But, for the last 20

global communities includes re-envisioning our house

years, we have remained at a maximum of roughly 365

model—to create house families—with integrated day and

students while other schools have grown. Among CAIS

boarding students, as well as faculty and staff.

schools today, the average school size is 565.

This past year, we have been doing a lot of research around the key ingredients necessary for strengthening our school program and enriching the experience for our students now and into the future—including research around school size and its impact on delivering on our mission and vision and strengthening our small school culture. We have come to realize the numerous benefits of moderate, slow growth and need to seriously consider how growing our school will help us to fully achieve our vision by our 150th anniversary (11 years from now). We are exploring a plan to grow the school to 400 students over the next five years, with a firm commitment to preserving the

The first step to achieving our vision will be creating an ‘affinity house’ for every day student. We are excited at the opportunity to have day students enjoy ‘house events’ with their house families and look forward to bringing the world a little closer together as our international boarding students, our domestic boarders and our day students share their lives and stories as one LCS house family. As we continue to roll out “Community First” initiatives over the next few years, we are excited by the potential to create a space and place for every day student in each of our 12 houses—a common room to use during the course of their day and evening, while on campus.

quality of relationships our community is so well known

This is important to us for a number of reasons.

for—supported by our small class-size ratio, small houses

Lakefield’s houses are among the smallest of our

4 | Grove News Winter 2019

competitor schools, providing us with a unique advantage

understand the need to ensure a demanding level of

to create and foster connections among house families

challenge and physical rigor in our Outdoor Education

like no other school in Canada. With a majority of

program, and we want all of our students to experience

Canadian students in each house, we also hope to

the outdoors every day. Our research is making a strong

strengthen our position as a distinctly Canadian boarding

case for the valuable benefits—physical, emotional and

school.

cognitive—associated with spending time outdoors, and

What makes us truly Canadian, however, is more than the home addresses of the majority of our students. We are a strong Canadian boarding school because of our location on the edge of the Canadian Shield and the experiences it can provide, because we offer opportunities like Nordic skiing, swimming, paddling, sailing and wind-surfing on our lake, the maple syrup harvest, dog-sledding, and camping in Algonquin Park. We are a strong Canadian

so it is an important lens through which we will be enhancing our programming.

“Never lose the lack of pretension that is characteristic of our culture” In the fall, alumnus Tom Ryder ’53, addressed our students in Chapel and reminded us that Lakefield is the least pretentious school in the country and he challenged

boarding school because we live by Canadian values like

us to keep it that way. I believe that much of our lack of

inclusivity and environmentalism. Providing our students

pretention comes from our strong Financial Assistance

a transformative experience including being outdoors

program, which ensures we are a broad socio-economic

every day, will never change. And that’s so Canadian.

community. We are also a school that values authenticity, no matter how quirky you are, and this includes our

“Continue to be a leader with outdoor education”

faculty and staff too!

The outdoors was integral to the experience of our

conversation with our community, how important it is to

alumni, and we know our passion for the outdoors must

consider how we will need to change as a school to

not change. This was a focus of many conversations—yes,

prepare our students best for the life ahead of them and

we still require students to take Outdoor Education. Yes,

even more important, to consider what we must

all Grade 12s go on the Algonquin Expedition. Yes, we still

preserve—the best of what we do and what makes us like

require mandatory participation in sports (now along with

no other.

All in all, I am consistently reminded when in

arts) and a good number of these are outdoors. We

(L-R) James Hicks ’84, Anne-Marie Kee and Tom Ryder ’53 at Northcote Campus during Trustees’ Day Grove News Winter 2019 | 5

A MESSAGE

from THE LCS BOARD CHAIR

Nicole Bendaly ’93

foundation board director), we have been busy, this year, acting on the set of recommendations that were made to improve clarity around decision making, enhance collaboration across boards (school and foundation) and improve efficiencies and the effectiveness of our governance processes.

Clarity Around Decision-making We’ve implemented a number of governance review recommendations that clarified and realigned responsibilities between the LCS management team, the school board, the foundation board, school trustees and foundation trustees. Of significance, this year, has been the strategic planning process. Clear allocation of leadership and responsibility rests with the head of school and leadership team to drive the plan—with final approval from the school board (and (L-R) Lily Coates ’19, Mitch Stedman ’19, Nicole Bendaly ’93 and Alli Duff ’19 planting trees at Northcote Campus on Trustees’ Day 2018.

In my last year as Lakefield College School Board Chair, I feel incredibly proud of the progress we’ve made as a school board, having taken important steps to strengthen our governance process.

consultation from school and foundation trustees and the foundation board). The strategic planning process was launched in 2017/18 and its rigorous exploration and development continues to date. On September 21, 2018, the LCS Board approved the school’s strategic direction and desired outcomes, highlights of which can be read in Vision.

Direction. Focus. Strategic Direction for Lakefield College

I have said before, how grateful I am to work alongside board

School 2019-24. Anne-Marie and the leadership team have

members who dedicate themselves as volunteers, with such

been leading an incredibly thorough and consultative process

great care and commitment, to the future of LCS. The school

—in a uniquely Lakefield fashion (see p. 26)—and we have

has such a valuable resource of talent and expertise in these

every confidence the school’s new direction will see it achieve

individuals. To be an effective school board chair, one of my

its vision: “to inspire teenagers to become leaders who care,

greatest responsibilities is to facilitate the collective voice of

connect and contribute,” and be “internationally recognized

our directors so that we are able to function at our best. As

for crafting transformative experiences that deliver on [a]

the highest decision-making body for Lakefield College

commitment to Authentic Learning, Community First and

School, we need to be very clear about our role, including how

Outdoors Every Day.” In addition to strategic planning,

and when we collaborate with the LCS Foundation Board, so

important oversight responsibilities resting with the school’s

that we are able to provide the goals, resources, policies, and

leadership team also now include driving school programs,

accountability the Head of School and Foundation needs to

enrollment management and risk management (with key

lead the school into the future.

approval from the LCS Board for high-level policy only).

To this end, we have made some key strides. Following a full

Collaboration Among School and Foundation Board Members

review in 2017/18, facilitated by Susan Wright (Wright Management Consulting) and chaired by Margaret Nelligan (alumni parent, school trustee and board director) and John Ryder ’77 (alumnus, alumni parent, foundation trustee and 6 | Grove News Winter 2019

Initiatives have been put in place to enhance communications among the various governance groups encouraging collaboration across the two boards (school and foundation).

For example, in January we held our second annual Joint

A heartfelt congratulations and thanks to all those individuals

School and Foundation board retreat in King City, ON. The

involved in these important enhancements to help strengthen

two-day retreat was well attended by both boards and

governance at Lakefield College School. We are confident that

included a special invitation to representatives of key

these changes will improve our work as a board and ensure

stakeholder groups within the LCS community. Guest speaker

that our energies are focused, first and foremost, on providing

Pete Upham, executive director TABS (The Association of

the supports and resources necessary to Anne-Marie Kee and

Boarding Schools), presented on the boarding enrollment

the Leadership Team. In turn, they are empowered to lead the

landscape in Canada and the USA. There was lively

school into the future, focused on the needs of LCS students,

discussion around these trends and where LCS fits now and

while driving continuous improvement and programmatic

in the future. New research, from the school’s leadership

innovation intended to achieve our vision of crafting

team, was also shared regarding growing school enrollment

transformative experiences.

and its correlation to potential positive benefits in achieving the desired outcomes outlined in Vision. Direction. Focus.

Strategic Direction for Lakefield College School 2019-24.

Welcome New LCS Board Members

Efficient and Effective Governance Processes

James Hicks ’84

In addition to clarity around decision making and creating opportunities for enhanced collaboration across the school and foundation boards, we have identified other opportunities to improve efficiencies along with the supporting infrastructure for effective governance. Part of this work included streamlining and clarifying a number of committee structures and reviewing and refining the desired profile of the school’s governance bodies.

In August, we held our first Joint School and Foundation Governance Committee (JSFGC) meeting to focus on succession planning (considering both school and foundation board and trustee prospects), and began the revision of the Memorandum of Understanding outlining the relationship between the school and foundation (last revised in 2007).

Good progress was made on this important agenda item

Current and Alumni Parent (Meg ’17 and Will ’20) Founder and Managing Director, Kegaska Group, Toronto

Hugh Macdonnell ’85 Alumni Parent (Betsy ’18) Senior Partner, Clarion Partners, NYC

New LCS Trustees The community warmly welcomed new school trustees: •

Bianca Bell ’06

•

Max Brandes ’19, Co-Head Student

•

Jennifer Cameron, Current and Alumni Parent

•

Tim Cooper ’98, Friends of LCS UK

•

Rory Gilfillan, Faculty

•

Danielle Saputo, Current Parent

•

Emilia Voudouris ’19, Co-Head Student

which will be revisited at our next annual JSFGC meeting in

In addition, the following retiring trustees were honoured

April. School and foundation members were also present at

for their dedication and service to LCS:

our first Joint School and Foundation Finance Committee meeting with the auditors in September to review the Audited Financial Statements for both the school and foundation.

•

Jennifer Allen, Alumni Parent

•

Jack Campbell ’18

•

Stephanie Edwards, Alumni Parent

Through the process, the school’s governance committee is

•

Jock Fleming ’74, Alumni Parent

developing a fulsome trustee skills and board skills matrix to

•

Janice Green, Alumni Parent

inform succession planning (including Board Chair) and

•

Val McRae, Alumni Parent

undertaking a healthy renewal of the board and trustees.

•

Tom Milburn, Faculty, Alumni Parent

We’ve added two new board members and seven new trustees

•

Jock Fleming ’74, Former LCS Board Chair, Alumni Parent

(of 63 in total) adding to our combined depth and breadth of experience. We’ve also developed a board and trustee

•

Anil Patel ’93

orientation strategy; introduced 15 new governance policies;

•

Gretchen Ross, Alumni Grandparent

developed job descriptions for board and committee roles;

•

John Ryder ’77, Alumni Parent

and created three new ad hoc board committees—Head

•

John Schumacher, Alumni Parent

Performance Development, Capital Construction and

•

Madison Sheward ’18

Campus Property (led by the board with management

•

Tim Ward ’62

representation).

ABOVE (L-R): Lakefield College School Positive Education Leaders Carrie Gilfillan, Kirsten Johnston and Libby Dalrymple (front).

8 | Grove News Winter 2019

Positive Education

IT’S ALL GOOD “The better we feel, the better we do,” Kirsten Johnston, Values Advocate: Education of the Whole Person at Lakefield College School, says simply. “And there’s copious research that proves it: academically, students do better if they feel better. When you look at positive education in terms of how it impacts academic performance, it’s clearly worth implementing for that reason alone. But there are more profound benefits than that.”

In the summer of 2017 three staff members at LCS led the move to introduce positive psychology and positive education (which enhances learning by employing positive psychology) to the rest of the staff. The previous year Kirsten Johnston, Libby Dalrymple, modern languages teacher, and Carrie Gilfillan, learning strategist, had completed a 200-hour Certificate in the Applied Positive Psychology (CAPP) Program with the Flourishing Centre in New York City. In August they were ready to apply their learning to Lakefield education—and to share it with everyone else on staff.

“Positive education is natural fit for Lakefield,” Dalrymple explains. “It’s already what we do, but now we can build it into all aspects of our program and be more intentional.”

Martin Seligman, Ph.D., is an American psychologist who’s considered the godfather of positive psychology. When he became president of the American Psychological Association in 1998, he asked why the profession always focused on illness, on fixing what’s wrong; why they always looked at patients through the lens of pathology.

Instead, he suggested, why not focus on an individual’s strengths and build on them to create greater health?

This was the genesis of positive psychology, which, in a nutshell, is the scientific study of what enables individuals, organizations and communities to flourish.

Positive emotions. Engagement. Relationships. Meaning. Achievement. Vitality. After extensive research, Seligman determined these are the key elements that foster wellbeing. That they seamlessly dovetail with the three pillars of Lakefield’s strategic plan demonstrates how well positive education fits the Grove culture: Authentic Learning generates meaning, relationships, achievement, positive emotions and vitality; Outdoors Every Day fuels vitality, achievement and positive emotions; Community First creates relationships, meaning and positive emotions. The truth is, Lakefield provided positive education long before a psychologist coined the phrase.

Grove News Winter 2019 | 9

LCS faculty at the positive education and strengths-based workshop led by psychologist Lea Waters along with Lakefield’s three Positive Education Leaders

Developing a growth mindset is a key tenet of positive psychology.

Renowned psychologist Lea Waters, who is president of the

Instead of assuming intelligence is fixed, a person with a growth

International Positive Psychology Association, is a preeminent

mindset believes anyone can become smarter by putting in more

researcher on the subject and author of the Strength Switch. The

time and effort. Dr. Carol Dweck wrote the seminal book on the

Pos. Ed. Leaders invited Waters to come to LCS to speak and they

subject—Mindset—and the LCS staff had been introduced to that

were thrilled when she agreed.

work by former Interim Head Guy McLean. So even when the three Positive Education leaders were doing the CAPP Program they were able to conduct staff sessions on the book.

“In December 2017 we gave everyone on staff a copy of the Strength Switch,” Johnston says. “We did a lot with the staff ourselves that year, including workshops and discussions, but

Another fundamental piece of positive psychology is character

having Lea Waters visit the school was a privilege. In August 2018

strengths. As Johnston says, “If you focus on people’s strengths

she did a two-hour workshop with the entire staff, then met with

instead of their weaknesses, you’re able to raise them ‘north of

the Leadership Team for an hour. She also did a presentation for

neutral’—from being okay to being more than that.”

LCS parents and the community, and over 125 people attended. It

“Character strengths is a really interesting concept because it’s not just about what you’re good at,” Dalrymple explains, “it’s about

was fantastic! Lea Waters took our positive education initiative to a whole new level.”

‘Here’s who I am as a person.’ It’s about what comes to you easily.

“The more we engage the staff, the greater the ripple effect,”

What energizes you. Psychologists have done tons of research on

Dalrymple says, “and we’re starting to see that. You’ll see teachers

the concept—they’ve looked across religions, cultures, and ancient

using positive psychology in their classrooms and their report card

texts, including the Koran and the Bible. It was a multi-year study

comments; the Grade 12 expedition staff incorporated strengths

and was cross-referenced around the world.”

work into their expeditions. Just this week I said to my students,

10 | Grove News Winter 2019

emotions like these create an upward spiral that leads to greater emotional wellbeing. Which is another major concept in positive psychology, and it’s been proven in studies.”

“I just did a positive emotion workshop with the Grade 12s,” Johnston says, “inspired by our work with Lea Waters. The idea is that you can be transformed into a superhero, but you have to choose between a red cape or green cape. With red you can eliminate all the bad things in the world—violence, racism, hate, etc. With green you can add positive things to the world—courage, kindness, optimism, hope. They had to choose. It was tough, and afterwards they discussed the experience and determined that in fact they needed both.

“To make a better world, you do have to stand up and fight the bad,” Johnston continues. “But if you use your green cape, things can also improve. So, then we thought of how we could use our green capes more often.”

The rest of the workshop involved visiting seven different stations they’d set up earlier, spending no longer than four minutes at each one. There was the Gratitude Postcards station where they had to think of someone they wanted to thank and write them a postcard.

There was an Acts of Kindness station with a clothesline where they pinned up two random acts of kindness, then read them all and chose one they would do that day. There was a Mindfulness station where they had to balance peacock feathers and could up the challenge by balancing them on their nose or chin. There was a Wisdom Wall where they stuck post-it notes with their own words of wisdom, then found other ones they liked. The highlight was the Smile station where a group of students would pose together for a ‘Don’t say you’re not good at Spanish. Say you’re not good at

polaroid shot, flashing their Duchenne smiles. Science has

Spanish yet. It’s an ongoing process—and you’ll get there.”

discovered that when people smile using the muscles around the

“We made these little cards for everyone on staff,” Johnston says.

“They had phrases like ‘The Power of YET’ and ‘How

eyes as well as the mouth (called the Duchenne smile) they will actually feel happier.

Fascinating’—which refers to being in a challenging situation and

“The idea was to create positive upward spirals,” Johnston says.

instead of focusing on the negative, thinking of it as an

“And did it ever. The energy in the Grade 12s that day was

opportunity for growth or to reframe it in a positive light. A chance

awesome.”

to learn.”

All three leaders chuckle. “Sometimes,” Dalrymple explains, “when things get tense in a meeting, somebody will say, ‘How fascinating!’ and it cracks us all up.”

“The day after that session,” Gilfillan adds, laughing, “a staff member who was stuck in Toronto traffic texted me a picture of the stand-still traffic with the caption ‘How fascinating!’”

Positive emotions are another key aspect of positive psychology, so it seems fitting that humour can be a by-product of practising it.

Along with Physical Well-being and Lifelong Habits, Positive Psychology is one of the three pillars of THRIVE—a program Lakefield developed to foster the well-being of students, staff and the community. And it’s certainly making its mark. Under the enthusiastic guidance of the three Pos. Ed. Leaders, well-being at Lakefield is spiralling upwards. In every corner of the campus.

“Positive emotions are so important,” Dalrymple attests. “Joy, gratitude, serenity, awe, curiosity, pride, hope, amusement, love—

STEPHANIE EDWARDS

Grove News Winter 2019 | 11

The Makings of a Triathlon

CHALLENGE. GRIT. ACCOMPLISHMENT. If you want something done, give it to Mamma Mia! musical leads, Catherine Kim ’21 and Romano Watt ’19.

The musical is an endeavour that makes almost anything else look easy. But it’s also the kind of challenge that brings into sharp relief the fact that there are 24 hours in a day and these hours can be broken down into minutes, allowing for quick snacks, gulps of water and homework hammered out between takes.

“My time management became so good during the three months of rehearsals. In between takes I would study for my calculus test. Any time I got a chance I would go over the questions and I got 94 on the test. I am really proud of that,” says Watt.

12 | Grove News Winter 2019

The lead-up to the musical provides a different

choirs and studied classical ballet. Catherine arrived at

understanding of balance and one that is often at odds

LCS last year for Grade 9.

with a popular cultural intent on making life easier, safer and more comfortable.

The musical is none of these things.

Leaving aside the rush of live performance, or establishing a connection with the audience or even

“Lakefield has made me realize my complete passion for the performing arts. The teachers, the program, the discipline, the camaraderie and the diversity in drama and in dance, have all impacted me in a way that makes me so happy to be here.”

meeting a deadline immutable to change, the musical is

But the rigour of the musical remains the place where all

everything at once and, at its core, it is the ultimate

of Kim’s skills were put to the test, revealing a student at

triathlon challenge.

the top of her game.

According to Mamma Mia! lead, Romano Watt, “You

“Doing a musical is so different from a play or dance.

practice singing, then you practice dancing, then you

Doing a musical is all of that combined. It’s crazy. You’re

practice acting. I then have to sing in front of a girl,

dancing and you’re singing all at the same time. There’s

pretend I am in love with her and then dance again, all

so much going on. People don’t realize how challenging

the while making the whole thing look legit.”

it is.”

Hailing from Guelph, ON, Watt has been a passionate

This is Lakefield’s mission in action, and what it means

dancer and snowboarder, two passions that, on the

in real life to “challenge and enable students to reach

surface, would appear to be at odds with each other and

their individual potential in mind, body and spirit.” It’s

certainly the former, at odds with his peer group at

the gritty acceptance that achievement isn’t supposed to

home.

be comfortable when you’re working for it.

“I grew up doing ballet, tap, jazz, hip-hop and

It is also what Lakefield does best: nurturing students

contemporary. My mom just signed me up so I did it

who opt in when it would be rational to opt out,

and I enjoyed all of them. My friends started to poke fun

committing when it would be easier to quit and living

at me so I quit all of them except hip-hop. To this day

poet Robert Browning’s maxim that a person’s reach

they still find it kind of weird that I’d rather spend a

should exceed their grasp.

Friday night in the studio working on dance instead of going out with them. I didn’t talk much about dance with my friends because I didn’t want to get made fun of for doing it, but they were all aware I was still dancing,”

Watt accepted the role before he understood that he would be singing, a skill he had never practiced before.

He did it anyway.

says Watt.

Kim practiced so much in her residence that her After the musical, Watt set his sights on snowboarding,

roommate knew the lines as well as she did. And on top

ostensibly to take a break from live performance and

of four classes a day, a six-day school week, and

with the help of both snowboarding coach, Mr. Hart,

leadership responsibilities in the residence, both

and dance teacher, Ms. Bemrose, he has been able to

students maintained academic averages in the 90s.

pursue his passions in both areas.

“At Lakefield, I don’t have to hide the fact that I enjoy dancing. I now embrace it and just do what I like to do.

A few times in the week I’ll go to the studio by myself and work on choreography for the LCS boys’ advanced dance which I really enjoy. It’s a good feeling to be proud of what you enjoy.”

Catherine Kim grew up in the Bahamas and started performing for large audiences when she was three years old. After moving to California, she joined a variety of

This is Lakefield, and Lakefield has always been built on students like Kim and Watt and 360 others; students who are called, forged and tested—not just in the classroom, but by a lifetime of experience compressed into four years. Lakefield is a school of hockey players who sing, snowboarders who dance, and readers who run.

RORY GILFILLAN

Watch the video and read the review at lcs.on.ca/MammaMia Grove News Winter 2019 | 13

School

Highlights Our ‘Lake’ is more Lakefield Than Ever

slow down; when a staff member described the

We are not sure how many people joined us for Fall

trumpeters surprised the paddlers by serenading

Fair 2018. We outgrew the dining hall and had to

them at the locks. It was powerful.

pride of paddling the canoe that belongs to her grandparents; and when the string quartet and the

move the alumni dinner outside, and even then we had a waitlist. Our food service provider claims he made 1,300 chicken breasts and had 50 left—only at Lakefield would we use chicken as our metric.

Everyone said it was going to be the largest ever Fall Fair, and it was. But not just because of the number of people.

It was a deeply meaningful and symbolic day.

Our new waterfront combines the best of the past— our iconic boathouse looks spiffier than ever— with the best of the future—our new extended dock reaches out into Lake Katchewanooka.

Katchewanooka means lake of many rapids, and

On Saturday, September 29, we gathered to

typically, rapids are sections of a river where the

officially open our revitalized waterfront. We

water moves quickly. It is the constant flow that

wanted to do something special to celebrate and

ensures nourishment to the environment. We are

so we decided—why not throw a party? We had

inspired by the idea that our lake is a symbol of

the usual bake sales and raffles, with alumni from

change. We began our official opening with our

every decade, starting with the 40s. We also had

oldest alum—our past—paddling alongside our

children everywhere with bouncy castles, an art

youngest student—our future.

market (featuring alumni and local artisan work) and celebratory flags. Our cake was a canoe with cupcake waves, and one unexpected outcome was that kids cried as they had to wait until after the official ceremony to dig in. It was a party alright.

We know that we want our students to care, connect and contribute. We want our students to be known as leaders who demonstrate a responsibility to the environment. We want our students to be known for their passion, particularly

And then we gathered at the waterfront and the

for their community. When a school like Lakefield,

magic continued. One of our students, Claire

that has been thriving for 140 years, considers

Campbell ’19, worked with one of our teachers,

its future, the question is not just what needs

Hugh Dobson, along with a whole crew of others

to change. The question is also what must we

to organize a Paddling Extravaganza. Over 80

preserve.

paddlers canoed 10 km of the Trent Severn Waterway—through four locks—in support of the Canadian Canoe Museum. Before arriving at our dock, they rigged up 41 flags, representing the 40 countries we have at the school, plus one from (our neighbours) Curve Lake First Nation. When they got within sight, hundreds of people gathered on our dock. It was powerful and more than one person had tears in their eyes. Wonderful stories were shared by all about their experiences—when the Turkish brothers made sure that they paddled with their flag; when the cheering bystanders cajoled paddlers with the American flag to

14 | Grove News Winter 2019

We have a saying around here: “That’s so Lakefield.” There were many moments at Fall Fair when that was the case. Our new waterfront provided us with the chance to celebrate and be reminded of the power of our environment and the strength of our community.

Excerpted from Anne-Marie Kee’s blog, KeeNote:

keenote.com

OPPOSITE (Top to Bottom) L-R: The paddlers arriving at LCS; entering their first of four locks along the Trent Severn Waterway; Anne-Marie Kee with waterfront supporter Geordie Dalglish ’89, Donald Ross ’48 (the oldest alumni paddler) and Olivia Johnston ’22 (our youngest student); the Rock Choir leading a singalong during the official opening of the waterfront.

1,200+

students, alumni, parents and friends enjoyed the sold-out run of Mamma Mia!

108

students participated in the 24-Hour Performing Arts Project—writing, directing, choreographing, composing music and performing original pieces

354

lift tickets used at Ted Pope Day— our annual ski day

40

countries our students call home this year

13

Nordic skiers attended pre-season training in British Columbia

4 snowboard rails designed and welded

by Simon Dutil ’20 for Matthews Hill

74

dancers involved in this year’s “This is Now” Dance Showcase

400+

compliments given at the Jack Chapter “Compliment Bake Sale”

1st Girls’ Field Hockey team

had an undefeated season and won the CISAA Gold Medal

Connecting with Our Local and International LCS Communities

Local Stewardship in Action

Celebrating “El Día de los Muertos” (The Day of

stewardship while seeking ways to connect with

the Dead) at LCS presented unique, authentic

and contribute to their local community. The

learning opportunities for our Spanish students

Lakefield Santa Claus Parade was identified as

to connect with our local and international LCS

the perfect opportunity. Our students began

communities. To learn more about traditions

planning during the October Intersession Day

that are part of this celebration, the Grade 11

and the theme of a gingerbread house quickly

Spanish class prepared interview questions

emerged. A committee of students formed

(in Spanish) to ask our Mexican students.

to oversee details and create an action plan

Having conversations with native speakers is a

involving the entire class including: constructing

fantastic way to build confidence and fluency

the gingerbread house, making candy

in the language in a meaningful way. Students

decorations, assembling the float, playing music,

expanded their learning beyond the walls of

sitting and singing on the float, walking and

the classroom, to Mexico City, by having a video

handing out treats and clean-up. Our students

conference online with Ruth Sarquis and Martha

contributed their time and talent, learning a lot

Abedrop (mothers of Valentina Boren ’21 and

along the way, thanks to the mentorship of staff

Carlota Walker Abedrop ’22). These wonderful

members Ms. Saunders, Ms. Zavitz, Mr. Fleming

women gave the students a guided tour of two

and Mr. McMahon who generously volunteered

Day of the Dead altars in their homes, explaining

their time and shared their construction and art

in detail the symbolism and significance of

skills. The Grade 10s are grateful to the Facilities

various objects. Through their participation, our

Staff: Ray Carlow who loaned the hay wagon,

students gained true insight into the history and

Brian McCaw who drove the truck and Mike

cultural significance of this celebration. It was a

Grant who helped with construction.

fascinating conversation that enabled them to answer the broader essential question, “What can a celebration teach us about cultural beliefs and values?”

Our Grade 10 students have been learning about

See Me. Hear Me. Empower Me. On November 20, LCS hosted its second annual Women’s Empowerment Conference

Finding Relevance and Meaning in Learning About History

and this year’s theme was From Invisibility to

In November, more than 180 students of history

independent schools attended the conference.

and the performing and visual arts worked together to deliver two unique Remembrance Day performances for an audience of students, staff, LCS alumni ‘Old Boys’ and the Lakefield community. The theme of this year’s service was Home—and students developed the performance in part by interviewing a number of students and staff who have been impacted by war in some way.

Empowerment—See Me. Hear Me. Empower Me. Student delegates from public high schools and

The goal was to raise girls’ appreciation of the historic and present reality of the “invisibility” of their gender (with cross-over to other categories of diversity such as race, etc.). The group was challenged to consider the dynamic in their schools (portraits depicted on walls, the makeup of school and student committees, etc.), and start building an action plan to bring change back to their schools.

Finding relevance and meaning in historical events over 100 years old can be challenging for some. Igniting the imagination of students through activities like the performing arts, that bring history to life, allows them to explore historical themes and events in a way that not only engenders a passion for learning, but also imparts the responsibility of authentic storytelling.

16 | Grove News Winter 2019

OPPOSITE (Top to Bottom) L-R: Nicolas Fulcherberguer ’19 and Constantin Floess ’19 making pan de muerto for the Día de los Muertos celebration; dance students perform to music by the Rock Choir during the Remembrance Day Service; Ilana Mohamed ’21 plays the flute on the Lakefield Santa Claus Parade float; the Grade 10 group that delighted the community during the Lakefield Santa Claus Parade.

OUR PEOPLE LCs staff snapshot

Danielle Labrosse

Modern Languages Teacher, Advisor life before lcs “Before LCS, I spent 24 years teaching in the French public school system. I was the IB (International Baccalaureate) French teacher for 6 years before coming to Lakefield.”

Unique Achievements “My biggest achievement was definitely raising my wonderful children. My son, Martin, is a lawyer practicing in the Ottawa area and my daughter, Catherine, has a degree in Environmental Science and is looking for work in Ottawa. She is working as a server at the Craft Brewery while she settles in.”

my lcs difference “I believe I bring compassion and conviction to my work. I love encouraging students to become comfortable with the language. I think I am kind and approachable, and I love teaching at LCS.”

current passion project “Teaching Core French is new for me. I am passionate about proving to the students that it is possible for them to communicate in French and in helping as many students as possible pass the DELF (Diplôme d’Études en Langue Française) exam in Grade 12. I love watching them feel comfortable speaking French.”

OUR PEOPLE LCs staff snapshot

MIKE ARSENAULT

Values Advocate: Environmental Stewardship, Director of Waterfront, Science Teacher life before lcs Master’s of Science in Biology Trent University Computer Science Teacher Sir Sanford Fleming College

Unique Accomplishments “I’ve published four science articles in professional journals, one with former LCS Associate Faculty Member, Travis Fuchs (educational journal) and have written two books for teachers of computer science in Ontario.”

current passion project “I have a number of projects I feel passionate about. I am very excited about building a travel credit course that inspires students’ understanding of biology. What really got me turned onto biology was going on field courses (Jamaica, southern Ontario) and I would love to provide our students with similar experiences.

“I also feel strongly about bringing hope to students about the difference they can make with respect to the environment—making that alive and visible to the school.

“It’s important to me that kids know themselves, discover things about themselves they never thought possible, that they see the world in new ways and look for opportunities.”

Photos by Sara Connelly—SCPhotography

See more online and watch the full performance: lcs.on.ca/DanceShowcase2019

Grove News Winter 2019 | 19

Our Vibrant Global Community

with the LCS community, and to help give our

If you take a walk through Upper Hadden Hall,

authentic taste of home. The festivities included a

you will notice Lakefield’s “Hall of Nations”

parent volunteer-led dumpling-making workshop,

continues to grow into a colourful and meaningful

games led by our Chinese students, and a massive

representation of our LCS community. The 40

feast for all students in Lower Hadden Hall.

Chinese students, who come from so far away, an

flags hanging in the hall represent the home countries of this year’s students and are a reminder of how fortunate we are to enjoy the learning that comes with being part of such a diverse community.

LCS Speaker Series This year, we have welcomed LCS alumni and alumni parents to speak to our school community as part of the LCS Speaker Series. Guests have

In December, we celebrated Saint Nicholas

included Greg Douglas ’08, Rosemary Ganley

Day. A festive and traditional dinner was

(alumni parent and former staff member), David

prepared by students and Aramark staff, complete

Miller ’77, Neil Morton (current and alumni

with decorations, candies, oranges, Stollen

parent) and Crystal Yang ’11. Greg spoke to our

and delicious Butterplätzchen baked by our

school community about stepping out of your

own students. The evening offered a chance to

comfort zone, trying new things and following

celebrate this storied European tradition and

your passions. Rosemary shared her experiences

learn about the history and customs of the day.

on the Gender Equality Advisory Council. David

Throughout the Grove House reception area, visitors, students and staff were immediately put in the holiday spirit by the beautiful decorations on campus. Our newest tradition, Windows of the World, provided students in the International Club an oppotunity to decorate the windows in the Chapel Narthex with decorations that represented traditions from around the world.

This year, windows were filled with German, Mexican, Japanese, Ukrainian and Hanukkah

shared how the voices of a few can have a dramatic impact on the nations and industries of the world. Neil shared how philanthropy has played a major role in his life. Crystal spoke about finding her passion and interests and is now helping students to find theirs. We look forward to Charlie Bierk ’05, Tony Harris ’82, Martha Ramsay ’06 and Melanie Wright ’02 visiting later this year. Watch LCS Speaker Series talks online at

lcs.on.ca/speakerseries.

On the eve of January 13, a Ukrainian cooking

Student Achievements Stretch Far Beyond Our Campus

workshop was held to celebrate the “Old New

Faith Dickinson ’20 has been chosen as one of

Year” (first day of the Orthodox calendar). Sofiia

the 12 young people from across the world to

Onopriienko ’21 and her mother led a group of

take part in The Diana Award’s #Change_Makers

students in making traditional Ukrainian dishes

campaign.

decorations.

including pierogies and deruny. While making these delicious dishes, students learned about

Cole Fraser ’21 was named Assistant Captain of

the Ukrainian culture, enjoyed festive music and

Team New Brunswick’s hockey team at the 2019

shared traditions from their home countries.

Canada Winter Games.

Many commented on the similarities between the art and tradition of making Chinese dumplings and making pierogies, reminding us of the many connections we have across cultures.

February saw students, parents and staff gathered in celebration for the second annual LCS Chinese Food and Culture Festival. Generously led by a passionate group of parent volunteers, the festival

André Vilcini ’19 spent his March Break playing with FA Euro New York in the Viareggio Cup in Italy.

OPPOSITE (Top to Bottom) L-R: the 40 flags hanging in Upper Hadden Hall’s Hall of Nations; Paul Prindiville-Porto ’20, David Williams ’19 and Sofiia Onopriienko ’21 making pierogies; Rona Wu, Shirley Li ’21, Alejandra Porcar Munoz ’20, Santiago Paz Contreras ’20; Students enjoying the vast Chinese buffet; Greg Douglas ’08 speaking to the school community as part of the LCS Speaker Series.

was created with two main goals in mind: to help share the rich history of Chinese food and culture 20 | Grove News Winter 2019

View School News and watch our latest videos at lcs.on.ca/News

“

OUR PEOPLE LCs staff snapshot

Bruce McMahon

Director of Northcote, Social Sciences Teacher, Advisor life before lcs Teacher, Wasatch Academy, Utah Bachelor of Education, McGill Univeristy Bachelor of Arts, Honours in Archaeology University of New Brunswick Sedbergh School in Montebello, Quebec

Unique Achievements “I come from a long line of LCS firefighters; Doc McCubbin was on the Lakefield department, along with Terry Guest and Mike Arsenault.

It’s kind of a tradition linking back to when the school had their own fire department.”

current passion project “My passion project has always been getting kids to love history. I hear too often that students’ idea of history is taking notes and answering questions out of a textbook and I think that’s a shame. The methodology that I use is very hands on—everything from giving students Roman coins and creating shields to helping facilitate the archaeological dig that we started years ago and continue to do.”

My LCS Difference “I think LCS—the opportunities it offers and its location—brings out the best in students.

At the end of the day, it’s me in the classroom with my group of students, and that’s what I love the most.”

OUR PEOPLE LCs staff snapshot

April Looije

Associate faculty, learning strategies and math teacher life before lcs Bachelor of Physical and Health Education from the University of Toronto Bachelor of Education from OISE Assistant Captain of the Varsity Hockey team at the University of Toronto Faculty intern at Trinity College School

current passion project “My passion project is learning how to coach sports that are new to me. Since coming to LCS, I have coached both field hockey and rugby. I have my umpire certification for field hockey, which I got so I could learn the rules and coach—I also took my Level 1 coaching in rugby for the same reason. It’s such a passion for me being able to teach students new techniques related to these sports, and then being able to see them bring that back home and teach other people.”

my lcs difference “LCS is a tight knit community, and one that is focused on the outdoors and on the importance of being outside. I want to model that behaviour and those values so students can reap the benefits that come from being outdoors and active.”

See more online: bit.ly/NordicChampionships2019

Grove News Winter 2019 | 23

LCS THRIVE /Jack Chapter Club:

Warriors for Well-being It’s 5:15 on a Monday night in November. About 30 teenagers sprawl on

meetings, the students learned about Jack.org,

couches, armchairs and the floor, propped against cushions and each other.

and how they can encourage fellow students

They’re wearing sweats and jeans and look like a close group of friends hanging

to take care of their mental health and look

out in someone’s rec room.

out for each other.

In fact, they’re in the School Life Centre at Lakefield College School. And

Tonight, they’re fine-tuning their club’s

although it’s likely they’ll become friends, they’re LCS boarders and day

purpose statement. Alumna and associate

students, all from different grades, houses, backgrounds and countries. What

faculty member Arynne Boyes ’13, along with

they have in common, what brings them together on this frigid winter night, is

Kirsten Johnston, Lakefield’s Values Advocate:

their mutual desire to increase the happiness and well-being of every person in

Education of the Whole Person, are facilitating

the school.

the meeting, but the kids are very much in

Many names come to mind to describe this keen, compassionate group: Sensitive Superheroes; Warriors for Well-being; Champions of Cheer. But the actual name is more prosaic. These students have joined an LCS club called THRIVE/Jack Chapter, which aims to promote the values of THRIVE (the school’s well-being initiative) and Jack.org, a charity organization that is helping young leaders across Canada revolutionize attitudes towards mental health. The club meets every Monday evening for one hour. In their last few 24 | Grove News Winter 2019

charge of input and decision-making. The white board Johnston is writing on is emblazoned with blue and red notations, and her hand races to keep up with the flow of ideas. Finally, from four potential purpose statements, the group synthesizes one that satisfies them all:

LCS THRIVE/Jack Chapter Purpose Statement:

“It also feels good to know we’ve brought

To educate and enrich the LCS community through student-led initiatives that foster happiness and physical and mental well-being.

another girl adds. “There are a lot of

Now that their objective is crystal clear, the club members move on to the fun stuff—coming up with those initiatives. From hosting a winter campfire with fireworks, to creating a day in the spring that’s devoted entirely to waterfront activities, to holding a “compliments bake sale” (where people can buy baked goods by writing compliments for others that are delivered later on), their ideas

positive change to our own school,” different kids in this club, all contributing in their own way. It’s exciting to build on each other’s ideas and create events people really love. To see our initiatives work. To know we’ve helped make people happier and more connected. And we learn a lot about ourselves as well, which is great.”

are focused on activities that increase connection, joy and kindness. They also

“It feels meaningful,” a student says

build on one another’s suggestions. When someone says they should have a

quietly. “And it feels good to be in a group

monthly tech-free day, another student adds that it would be nice to give kids a

of like-minded people. Everyone here

surprise on that day as a sort of reward for turning off their phones. Maybe Santa

loves the idea of making people happy—

could stop by classes and pass out candy canes in December. Everyone lights up

and helping them feel better if they’re not

at the idea of surprises. How about Cupid delivering chocolates on Valentine’s

feeling so great.”

Day? A cookie-decorating event in the hallways? Having classes end early?

“I love that we have a voice,” a younger

Their ideas aren’t always treat-driven. A student mentions how helpful it is to have

member says. “KJ (Kirsten Johnston) is

“teacher days,” where regular classes are suspended and kids can visit teachers in

always at meetings, but we come up with

classrooms to get extra help, discuss projects, or work on an assignment with the

our own initiatives and strategies. If we

teacher. It’s not easy juggling a six-day school week with sports, arts, clubs and

hear students are overwhelmed by

socializing. Having more “teacher days” would relieve academic stress, the

workloads, we can speak up on their

student says.

behalf—and the adults listen. I think it’s

Someone else suggests an initiative based on trying something new: giving people the chance to do an activity they’ve never tried before without worrying about how well it turns out. It could be anything from playing a new instrument to checking out beehives. The point is simply to experience something new—and enjoy the good feelings that it engenders.

There is no doubt this group loves the idea of serving dollops of joy to the school community. But their aim is even larger than that. When asked why they joined this particular club, and what they think is important about it, a student immediately pipes up.

“It’s nice to be part of something bigger than LCS,” she says. “Being a Jack Chapter means we’re involved with the Jack.org movement all across Canada. And we’ve already spread the word to other schools in the area. Now kids at those schools want to form Jack Chapters of their own, and help their classmates with mental health issues. That really feels good.”

great we get a chance at leadership before we’re grads. Even if we’re only 14 or 15, we get to help create a positive difference that we can actually see and feel.” She pauses thoughtfully. “It’s...kind of awesome.”

STEPHANIE EDWARDS

What are Jack Chapters?

Jack Chapters are trained youth-led groups working year-round to identify and dismantle barriers to positive mental health in their communities. The mental health landscape is different all over Canada, so Jack Chapters use a local

To form a Jack Chapter, the club members had to participate in five learning

approach rather than “one size fits all.”

modules created by Jack.org. This included watching mental health videos on

Jack Chapters are about bringing the

various topics, such as recognizing when someone is struggling, knowing how to

mental health revolution to your own

reach out, and learning how to weave positive mental health strategies into

backyard.

everyday activities. Afterwards, the members reflected on what they’d seen and did a short quiz. The students like the structure and sense of purpose that comes from being a Jack Chapter, and they feel it fits perfectly with the THRIVE values

Watch the video online lcs.on.ca/JackChapter

the club was founded on: promoting physical well-being, positive psychology and healthy lifelong habits.

Grove News Winter 2019 | 25

STRATEGIC PLANNING to date

3 1 2

Assessment

Direction

2,400

Surveyed staff, students, parents and alumni Created

1

Strategy Task Force

150+

parents and Chatted with alumni to discuss the future of education and what LCS does best

61

15

staff to visit Sent leading-edge schools and organizations to explore best practices

300+ 362

30

hours hosting Spent focus groups to connect with students about what works and what needs to be improved Facilitated

4 all-staff workshops

Reviewed data, drafted environmental scans

26  |  Grove News Winter 2019

2

4

Identified areas of focus, explored key choices and set a course

3

leadership, school Held and foundation board retreats

37

students and Invited staff to visit top schools in the UK, USA and Canada

48

Engaged students and staff to research the best educational programs and opportunities for the future

Completion

Wrote

2

16 research reports

retreats: leadership, and Held visiting and research teams

1

LCS Board Obtained approval of vision, direction, and desired outcomes

5,200

copies of Printed Vision. Direction. Focus.

Strategic Direction for Lakefield College School 2019-24

G N I D I GU

PRINCIPLES

...

AUTHENTIC LEARNING

COMMUNITY FIRST

Refinement 30

OUTDOORS EVERY DAY

STRENGTH & PERMANENCE

Held focus groups / events to alumni and engage parents in Canada, the USA, Europe, Asia and the Carribean

345+

2

leadership, school and Held foundation board retreats

15 student groups Facilitated 2 all-staff workshops, many smaller group meetings and distributed 12 strategy updates Created 13 staff / student Engaged

Sweet Spot

TRANSFORMATIVE student experience

working groups

“

Ensure full community engagement, global and local perspectives and that strategic choices are anchored in sound research and data.

”

Starting Fires—

Passion and Experiential Learning A passion for learning is a hard thing to teach.

It’s something that’s ignited.

It’s all about chemistry.

Any discussion about igniting a desire to learn begins with

As parents, we see this potential in our kids. As educators, we

the understanding that it’s difficult to separate the teacher

see it in our students. We continually search for a key;

from the lesson.

something that creates a spark and turns it into a fire. It’s a

You’d be hard-pressed to find a single person who doesn’t

fine line. A yin and yang between hoping young adults find

have a childhood memory of a teacher who made a “boring”

this passion of their own accord, and trying to facilitate it

subject fun. Or made them look at something in a different

within educational structures.

and unexpected way. These are landmark experiences.

The desire to learn, apply knowledge, and ultimately, move it forward, is essential. Not only because it embodies what we want the next generation to be, but also because it’s critical for success on any level. Today’s competitive advantage isn’t in having knowledge, but rather, understanding how to use knowledge.

Preparing students in this regard is straightforward. You simply create this kind of environment. There’s no trick to it.

You make passion, inquiry and creativity a normal, everyday thing. At LCS, we have two tools for doing this. The first is having teachers who love what they do. The second is experiential learning, which, loosely speaking, means having students experience subjects in a more visceral, active and relevant way and reflecting on it afterwards.

28 | Grove News Winter 2019

They can ignite passions or, perhaps of equal importance, illuminate the fact that not all is as it seems.

When speaking with LCS teacher Stephanie Jackman (science, chemistry), one quickly recognizes that she is one of those teachers. Her excitement is contagious, and by the end of the conversation, it’s hard not to be convinced that chemistry, in some form or another, is the key to all that ails us in the modern world.

Her love for the subject matter began close to home. Her mom was a mineral processing engineer. She knew in elementary school that she wanted to be a teacher, and a fire for the subject of chemistry was sparked in high school.

When asked why, the words come easily:

“Science is a way to understand the world around us. On the surface, it’s deceptively predictable. Yet it’s extremely creative and exciting.”

“A recent project in Grade 11 Chemistry is a great example: students were asked to investigate new discoveries. About 50% of them chose climate change. It really showed experiential learning at work, this process of inquiry. They were able to investigate and apply knowledge in a way that was creative and meaningful to them. There’s so much passion about climate change, so much hope.”

Our conversation focuses on experiential learning: what it is, how it applies to her science and chemistry classes in particular, and what it means for students on a practical level.

As with any discussion regarding complex topics, it’s like peeling an onion. Each layer reveals more layers—more questions—and through this process we get a snapshot of the educator at work; simplifying, providing context and meaning.

Experiential learning adds a new dimension to education.

Everything has a visceral, real-world context. A career in biology or biochemistry, for example, becomes far less conceptual. When applied to topics that matter to students today, such things become tangible possibilities. Dots are more easily connected the more students are engaged in the process of learning. They can make better, more-informed life decisions as a result.

Experiential learning is a straightforward idea, but

While Stephanie would be more than happy to see all her

understanding it requires some backtracking. Before

students pursue careers in chemistry, a greater goal exists.

technology provided such easy access to information, learning was “content-based.” Education, broadly speaking,

“The scientific method doesn’t necessarily have to do with

focused on the transfer of information. Put another way, it

science…it applies equally to so many other areas of life…

was about gaining knowledge. Today, gaining knowledge is

cooking, music, business…anything, really.”

not a difficult task. It’s at our fingertips. In this light, experiential learning can be seen as learning how to USE knowledge.

After our brief discussion, one can’t help but think that her classes would be fun and illuminating. She loves what she does, and easily makes science relevant for any audience. You

“The core of science is the scientific method, which is a

can imagine many science careers being sparked on her

process of inquiry, experience, observation, analysis and

watch. However, she’s careful to qualify that this, ultimately,

reflection.”

isn’t the point. Rather, it’s about igniting and stoking a fire for the process of learning—using knowledge to find your own

“My classes are designed to have students experience the scientific method as opposed to talking about it. We focus on the process of discovery…learning how to learn… to push the boundaries of knowledge.”

answers, wherever they may lie.

This is what experiential learning is all about.

JAKE DUDAS ’90

This shift, while seemingly subtle, changes everything. It demands a new connection to real-life, practical learning, an idea we call “authentic learning.” It also pushes the scale heavily towards creativity and problem-solving.

As we talk more about chemistry in particular, Stephanie speaks of its connection to many different things—to deeper pieces of science and biology. Topics of keen interest to students include smartphones and the raw materials used in their construction, and number one on the list: climate change.

Grove News Winter 2019 | 29

30 | Grove News Winter 2019

Leadership, Character, Values

WALKING THE TALK Most 14-year-olds aren’t brimming with confidence. Most 15-year-olds are a touch selfabsorbed. Most 16-year-olds think the world begins and ends with their social lives. And most 17-year-olds would rather leave the heavy lifting to someone else. But Peter O’Grady, Director of Student Leadership at Lakefield College School, isn’t daunted by the reality of teenage life. He knows that helping young people reach their potential means meeting them where they are. He ought to know. O’Grady became director of LCS’ Student Leadership Program over ten years ago. It began with the Grade 12 Senior-in-Charge (SIC) Program and the School Life Class, but the goal was to develop a leadership program for all grades. In 2013, with generous support from an anonymous donor, the full four-year Leadership, Character, Values (LCV) Program was officially launched.

“We wanted our program to help kids figure it all out—their strengths, their passions, their own personal story. Who they really are as individuals and what they can accomplish,” O’Grady says. “So we wanted it to span all four years of high school and to focus on the developmental stages kids were going through.

To that end, we identified four ‘pillars’ for the program that reflect the phases teens tend to experience in each grade.”

“The pillar in Grade 9 is The Confident Self. Not only are all the Grade 9s new to LCS, many of them are living away from home for the first time, and they’re all at a stage that’s riddled with insecurity: Will people like me? Will I make friends? Am I smart enough, good-looking enough, talented enough? Diane Rogers, a wonderful science teacher here, is the Grade 9 mentor. She directs the LCV program for the entire grade, which focuses on helping the students develop self-confidence in this emotionally turbulent year.

“For Grade 10 the pillar is Stewardship. At a time when young people are understandably selfabsorbed, we want to help the Grade 10s look beyond themselves to the world they live in, both local and global. Libby Dalrymple, who teaches French and Spanish, is the Grade 10 mentor.

She does an amazing job getting the kids to see—and care about—the larger picture, whether it’s the environment, the school itself, or communities beyond the school, from the village of Lakefield to the entire world.

“In Grade 11 it’s all about Citizenship. Tim Rollwagen, a terrific science teacher who is also Director of Global Learning, is the mentor for Grade 11. He focuses on how to live, work, function—and be—with other people. What makes a good citizen of LCS? Of the greater community? Of the world?

Grove News Winter 2019 | 31

The following day happens to be an intersession day at Lakefield, which is one of eight days during the year when the regular academic schedule is suspended and the entire school engages in learning experiences that are larger in scope and integrated across program areas, intentionally crafted to take students outside of the classroom. Some of these intersession days are used to facilitate the LCV program.

“Students will often participate in focused activities as a grade,” Tim Rollwagen explains. “For instance, during November’s intersession, all the Grade 9s got together in Hadden Hall to participate in a confidencebuilding activity that helped them hone their ability to problem-solve quickly, in teams. Diane Rogers asked Nancy Thomson, the director of a local outdoor education company, Think Outside, to guide the event.

“Finally, in Grade 12, it’s about Leadership. I’m the Grade 12 mentor and we focus on personal leadership—how to get involved, how to stay involved. A big part of the program builds off the model David Hadden (former Head of School) introduced: the Senior-in-Charge (SIC) Program. Even the shyest Grade 12 students become SICs in an area that interests them. It can be practically anything: music; outdoor ed; robotics coding; world issues—even LCS admissions, or communications.

“Essentially,” O’Grady explains, “our LCV program fortifies the guiding principle Lakefield has always had: helping students reach their individual potential in mind, body and spirit. It reinforces the values that define LCS. The entire school, every staff and faculty member, contributes to the program every single day in hundreds of different ways, whether they know it or not. Because it’s who we are as a community.”

That’s hugely impressive. But how does the program actually work? What do each of the grade mentors do with their students to achieve the LCV goals of self-confidence, stewardship, citizenship and leadership?

O’Grady suggests talking to the other grade mentors to get a clear picture of what they each do, and the myriad ways LCV permeates Lakefield culture.

32 | Grove News Winter 2019

“The Grade 10s worked on their current LCV project—participating in their local community by constructing and decorating an LCS float for the Lakefield Village Santa Claus Parade. Libby Dalrymple facilitated that with the help of some talented staff members.

“As for my Grade 11 students, they toured Trent University and later attended a Career Talk at LCS that various alumni gave, an excellent example of what good citizenship can look like. And the day provided students an opportunity to think about how they may want to contribute and make their way into the world.”

Rollwagen explains that along with LCV-related activities on intersession days, there are 12 to 15 LCV Grade Times, when a whole grade gets together in the Chapel or theatre. The students meet with their mentor and reflect on recent activities and experiences. Or they might use the time (from 20 to 40 minutes) to plan their next event or project.

One of the fascinating topics Rollwagen has explored in the past with the Grade

four of the grade mentors. They feel the

11s is personality types. Since the students often work in teams for LCV

special knowledge and skills different

activities—and will even more so in Grade 12—he wanted to help them become

people bring to each experience enriches

effective team members. So he invited Heather Clayton, a leadership coach and

students’ learning and increases their

educational consultant, to conduct a workshop for the students to help them

engagement. During the November

better understand their individual personality types—and the different strengths

intersession day, Nancy Thomson from

each type can bring to a team. Afterwards they did a pressure-cooker exercise

Think Outside lead the afternoon event.

called the 18-Minute Marshmallow Challenge. The kids were put into small

As she stood in front of the Grade 9s

groups and given 18 minutes and limited supplies (spaghetti, a metre of tape, a

(sitting companionably on couches, chairs

metre of string, a marshmallow) to create a tower that holds the marshmallow at

and the floor) and described the challenge

the top. What the participants didn’t know is that 18 minutes isn’t long enough

they were going to undertake, all eyes

to complete the task. This high-pressure challenge made some teams waste too

were riveted on her. They were about to

much time planning and arguing, and made others jump to the build too quickly.

be divided into small groups that would

Either way, none of the teams mastered the task in time. When they debriefed

build bridges out of an oddball

the experience later, the students realized it all came down to personalities.

assortment of materials (popsicle sticks,

Some kids aggressively drove things forward; some didn’t speak up even when

pipe cleaners, feathers, duct tape, plastic

they knew a plan wouldn’t work. By discussing how each person responded to

cups, paper plates, newspaper, clothes

the challenge, the students came up with better ways different personality types

pegs, styrofoam balls). The finished

can work together—and be more effective as a team.

product would have to sustain the force of

Inviting other adults to help facilitate LCV activities is common practice for all

a work boot falling on it from over a metre

Grove News Winter 2019 | 33

above—but that wasn’t the tricky part.

picked up; others stared at their materials as though they would start building

Each team was to have a partner team

themselves.

that would work in a totally different area. The two teams were to build one bridge—separately. There would be a short opportunity to get together to discuss what each team was doing, but

In the end the Grade 9s made seven complete bridges, which was astounding considering the obstacles they faced. The stress test was hilarious. With requisite aplomb, Thomson ceremoniously dropped the work boot on each bridge. To the delight of the young bridge-makers, four survived intact!

construction took place on different

As Diane Rogers noted, there was much more learning going on than was

floors. At the end of the allotted time,

immediately obvious. From collaboration with peers, to communication and

the teams would put the two halves of

co-operation with a second team, to innovation, creativity, risk-taking and

their bridge together. And then the

problem-solving, all the Grade 9s developed a greater respect for each other and

judging would begin.

confidence in themselves. The bridges they built that afternoon weren’t all made

Thomson gave the kids a few more

of popsicle sticks and duct tape.

design specifications (e.g., bridge must

For Libby Dalrymple, the Lakefield orientation days in September were the ideal

be free-standing and symmetrical), then

time to set the framework for the Grade 10 pillar, Stewardship. While the Grade

sent them off to start working on their

12s went on Expedition and the rest of the grades dug into their respective

masterpieces. Watching the groups of

themes, Dalrymple used the time to explore what stewardship means and how it

three or four Grade 9s sitting on the

can be practiced.

floor of Hadden Hall busily attempting to turn their simple materials into half

To help the Grade 10s understand the impact of good stewardship, Dalrymple

of a robust bridge was both amusing

took all of them down to the waterfront just before sundown. She had invited an

and revealing. Some teams jumped right

Indigenous Elder to join them, as well as a staff member who is Indigenous.

in, duct taping together whatever they

Everyone sat in a large circle and the Elder talked about environmental stewardship and how vitally important it is. They also did drumming and

34 | Grove News Winter 2019

dancing. Dalrymple then gave each student a small stone and asked them to line

naturally at Lakefield. Community

up on the boardwalk by the lake. As the sun was setting, she said, “Hold that

service, international service projects,

stone and think about what your impact is going to be this year.” Then, in

LEAF (Lakefield Environmental Action

unison, they all threw their stones into the water and she said, “Watch the

Force), the Outdoor Education Program,

ripples! Watch how many there are. Watch how they interact with each other and

the vast wooded lakeside campus,

imagine what an impact we could have as a grade!” The ripple effect was

THRIVE, the Jack Chapter, Chapel talks,

Dalrymple’s main message. Earlier that morning when she’d talked to the

the Debating and Public Speaking

students about practicing stewardship at various levels, she’d discussed the

Group, the Entrepreneurship Club, the

ripple effect with them: how one small positive act creates ripples that can have

Robotics Club, the Model UN Group,

an impact far beyond the original act.

sports, music, art, drama, the

The beautiful ritual on the shore of Lake Katchewanooka ended with a lantern being passed to each student. As they held up the lantern, they faced the school and thought about what they hoped to become there, and how they would share their light. Afterwards, two students lit the bonfire. The group relaxed around it, savouring its warmth and reflecting on the meaningful connections they had made that day.

To describe all the activities, events, projects, excursions, talks, workshops and

curriculum—not to mention the genuine dedication the staff and faculty have to the well-being of students, and each other—these create the tapestry of Lakefield College School. LCV is the golden thread woven through it.

STEPHANIE EDWARDS

grade get-togethers the LCV Program engenders would fill a book. The beauty is that these initiatives are often seamlessly woven into the fabric of everyday life at Lakefield. Becoming self-confident requires a safe, nurturing environment to take risks. The heart of stewardship is caring. The key to citizenship is being involved and contributing to the greater world. The mark of leadership is taking responsibility to help others succeed. And all of those aspirations flourish

Grove News Winter 2019 | 35

Grove Society UPDATE

First Grove Society Virtual AGM Thanks to everyone who participated in the first Grove Society virtual AGM. In addition to complying with the Grove Society Constitution, our goals were to increase opportunities for engagement with our world-wide community, and make sure we are transparent about what we do. The new format proved to be a tremendous success overall and we are grateful to those who took the time to send us valuable suggestions about improving it for next year.

Investing in our Community The Grove Society spent $45,027 in 2017/18, of which $30,472 was contributed directly to support school, foundation and student initiatives. The largest components of the latter amount included:

$8,412

$5,404

$4,920

$4,000

The 2017/18 annual gift

In support of the Maple

A donation to the LCS

In support of the student-

to the school—a piano

Syrup program

Foundation for financial

led Canadian Accredited

assistance bursaries

Independent Schools

and portable art display boards

(CAIS) conference held at LCS last spring

New Initiatives for 2018/19 The Grove Society and its Chapters strive continually to find innovative and effective ways to meet our mandate. Our plans for the upcoming year include the following: • implementation of a pilot project to provide funding to the Grade 12 School Life Class for an initiative which supports the Grove Society mandate; and • a review of our activities to ensure they fully support the school’s new strategic plan, following its approval and introduction.

36 | Grove News Winter 2019

t to be at LCS

d community

tudents—no

comes from.”

Windrem ’07

years it will be bstantial gift.”

o Theresa?

he drew up the t it doesn’t have ”

ually and in your

One third of LCS out them, many ally want to be at

1879 Society

An Impact That Will Last A Lifetime Have you included Lakefield College School in your will or estate plans? Are you interested in learning more about the tremendous impact such a commitment can have on future students and their learning experience at LCS? So many in our community have made the committment to support future generations of LCS students through a legacy gift. Learn more by contacting Theresa Butler-Porter at tbutlerporter@lcs.on.ca or 705.652.3324 ext. 329.

1879 Society Members:

73

31

9

3

Alumni

Current and Alumni Parents

LCS Staff

Friends

Summer 2018 2017

focusforward

1879 Society

Creating your legacy for the future of Lakefield College School inscribed on back Hilary Windrem ’07

LAKEFIELD COLLEGE SCHOOL

If it’s meaningful to you, it’s meaningful to the school

“W

hen I applied to Lakefield in 2001, Sarah McMahon asked me how much I wanted to attend on a scale from one to ten. I blurted, ‘Eleven!’”

For Hilary Windrem ’07, that passion for Lakefield has never waned.

From her Focus first dayForward in Grade 7newsletter to View the fall issue of the online at lcs.on.ca/FocusForwardIssue4 the moment she jumped into Katchawanooka after For information about the 1879 Society contact Theresa Butler-Porter at tbutlerporter@lcs.on.ca completing her Grade 12 exams, Hilary whole-heartedly Hilary with dad, Terry Grove NewsWindrem Winter 2019 | 37 embraced the Lakefield experience.

“I stage-managed plays, joined the rowing team, went on an exchange, did a Round Square service project, built quinzees in OE—you name it. But most rewarding

“Whether you’re a student, a teacher or staff member, the school encourages you to be your whole self. That creates trust, and a

ALUMNI

on a Medical Mission A LIFE OF CARING One of the distinguishing characteristics of Lakefield College School is its sense of community. Not just that we’re all here in one place, but that there’s a sense of caring and belonging that is instilled in every newcomer and practised by every member of the Lakefield family. As articulated by one of our graduates whom you’ll soon meet, “It’s just normal.”

And LCS is not just a community unto itself. We are part of the larger community around us—including the village, our First Nations neighbours, our larger wilderness environment, and ultimately, the nation and the larger community of humankind.

We think “community first”—locally and globally.

That’s the way we live and learn here at LCS—with a view to understanding and helping others. There are many ways this view can guide our lives once we leave these wondrous grounds, but one of them is through the field of medicine, a field that many alumni have chosen to pursue. In this issue, we would like to introduce a very special group of graduates in medical fields that work with pregnancy, children and improving young lives.

Perhaps it is that LCS is, after all, a school dedicated to nurturing young lives and launching youthful ambitions and careers. We hope we played a part. But in whichever way their stories unfold, you will surely enjoy meeting this inspirational group of medical professionals and LCS alumni who have dedicated their careers to a very special type of patient—children.

38 | Grove News Winter 2019

ALUMNI in Medicine

ALUMNI in Medicine

Moment of Truth: When did you realize medicine was your calling?

“I can’t recall one ‘moment.’ I just found myself gravitating towards medicine as almost a process of self-realization. What keeps me in medicine is most simply a long-standing fascination with the human condition and the human body, coupled with a fundamental desire to help people. Medicine also gives me the wonderful opportunity to live a life of active intellectual curiosity. In many ways, medicine is unique in how it combines aspects of science, art and spirituality.”

Piers Barker ’87:

TAKING GROVE LESSONS TO HEART During his Grade 12 year, Piers Barker ’87 recalls that the

dysentery on a brigantine trip, he prescribed a daily drink of

wife of a teacher at LCS had a baby. The school was

buttermilk. In 2019 terms, he was repopulating the

overjoyed for the teacher, the family and the new arrival—

microbiome, but this was in 1983.”

not least because a birth into the LCS family meant a half-day off from school. But before the celebrations had subsided, news came that the baby was sent to hospital in Toronto. Piers’ mother, who taught at LCS, explained to him

Piers turned to pediatric cardiology while at medical school at Cornell. “I remember being fascinated by cardiac physiology—it made so much sense to me.” One summer, he

that the child was born with a congenital heart defect.

received a research grant to study pediatric cardiology,

Five months and two days later, the baby boy was back in the

remember people saying, ‘isn’t that so sad?’” he recalls. “I

hospital, where he died. “The parents were devastated,” Piers

didn’t see that. If you didn’t bother them, they were happy,

recalls. “The whole school marched into town for the funeral.

playing, making friends, just wanting to be normal children.

I have never seen a casket so small. I can’t say that was why I

It wasn’t sad at all.”

went into pediatric cardiology, but what stayed with me was what it meant to the family to lose a baby, the sadness. I will

working in a clinic with cardiac-impaired children. “I

He went on to study pediatrics at Johns Hopkins where, he

never forget it.”

says, “the focus was on turning you into the best pediatrician

Piers is indeed now a pediatric cardiologist—as well as a

care to children, but also to understanding what is ailing a

professor of pediatrics, obstetrics and gynecology—at Duke

child and the impact on the family, and to being the child’s

University School of Medicine in Durham, NC. He is also the

advocate. This led him to his fellowship at the University of

director of pediatric non-invasive cardiac imaging and on the

Michigan, a three-year appointment that, while “incredibly

faculty at the Duke Cardiovascular Magnetic Resonance

difficult” in terms of time demands and intensity, sparked his

Center. He has climbed the rungs of pediatric medicine at

interest in non-invasive cardiac imaging using echo-

many of the best institutions in North America, with an MD

cardiography, MRI and other techniques.

from Cornell University, a residency in pediatrics at the Johns Hopkins University in Baltimore, MD, and a fellowship

possible.” This meant going beyond just providing medical

“During a heart operation, the heart must be stopped,” Piers

in pediatric cardiology at the University of Michigan.

explains, “so if we can let the surgeon know exactly what

But he values all of his education, not just the scientific part.

can be better prepared and keep that time to a minimum.”

During undergraduate studies at Cornell, he earned an honours history degree alongside his medical science prerequisites. “I enjoyed both, but history exercised the other part of my brain,” he recalls. That was important. “It is critical for a doctor to have a good humanities background.” he says. “You need to be able to listen to a patient’s story and understand what their illness means to them. When you’re working with people, they don’t hand you a list of test results. The tests are important, but even more important is what the patient tells you.”

As one who grew up in the village of Lakefield, Piers looks back to a Lakefield icon for his role model. Everyone knew Dr. Hugh Gastle, who for decades was both the village GP and the school doctor. “He always wore a three-piece suit,” says Piers, “and he was the consummate diagnostician, ultimately practical. He did housecalls, even by boat. He would take a team of horses to Curve Lake First Nation to

they’re going to see before they have the chest open, they

“Imaging the heart is crucial for pediatric cardiology, since the anatomy and function must be understood while the heart beats safe inside the chest, but repaired while stopped and open,” Piers explains. “During surgery, we join the operating team to assess what needs to be done and then how well the repair has gone, once the heart starts beating again.”

Being a doctor involves a relationship of trust with patients, he says, and that’s what he finds most rewarding. “It’s an amazing and terrifying privilege to have patients trust you to figure out how to help them, especially when you’re looking after someone’s child. Their hopes, dreams and fears are in your hands.” Looking back, he sees his time at LCS as the starting point. “Living a life in service to others is a lesson ingrained in the Lakefield experience,” he adds. “I can’t imagine living my life any other way.”

deliver babies in the winter during the 1950s before there were good roads. Once, when there was an outbreak of

JOHN SOUTHERST

Grove News Winter 2019 | 41

Brianna (Lyttle) Schumacher ’02:

THE BABY MAKER

Everything about mammal reproduction has always

obstetrics-gynecology at the University of Massachusetts

fascinated Brianna (Lyttle) Schumacher ’02—how

Medical School, then did a Master’s in clinical research

babies are made, how they grow, the maternal-fetal

and a fellowship in reproductive endocrinology—the

relationship, the mother’s hormonal adaptations, the

study of hormones—and infertility at the University of

delivery. Everything.

North Carolina. She joined Shady Grove last year.

Being a curious child, she educated herself with firsthand

“How life is created is just fascinating,” she says,

experience. Before she finished primary school, she had

explaining her absorption in her field. “We go from one

palpated rabbit abdomens to determine the number

cell to billions in a matter of months. Up to eight or ten

of kits, delivered hedgehog babies with tweezers,

weeks, the fetus looks something like a fish. Embryology

performed intrauterine insemination on a horse and

and the endocrinology of reproduction are just so

assisted, observed and studied a virtual zoo of other

intriguing, and there’s so much to learn because the field

critter pregnancies and births.

is relatively new. We have discussions about ethics that

Brianna is now an obstetrician-gynecologist with a specialty in reproductive endocrinology and infertility at

bring together doctors, lawyers, nurses and clergy. I just love it.”

the Shady Grove Fertility clinic in Philadelphia, PA—an

While the passion for reproductive medicine started

institution where more than 86% of patients conceive

early, she says LCS gave her the boost of confidence

and deliver a baby.

that made the goal achievable. “The school is not so big

Every day is gratifying, she says. “Many women in my generation have focused on education and career and haven’t found their partner until their late 30s. By the time they have an established relationship, the right home, the right economic situation, they are well into their 40s. But, by 40, they are reaching the end of their reproductive lifespan. However, we now have so many ways to help build a family, the options are endless—we can freeze eggs, use donor eggs, help couples conceive

that you can’t participate in something unless you’re the best,” she says. And so she participated—a lot. “I did all the outdoor education I could,” she recalls. But LCS also opened up a window to the world: a 10-week student exchange that took her to Paris, for example, and four weeks rebuilding a monsoon-ravaged school in India with other students from Australia, Britain and the US. “It was eye-opening to see how privileged we are,” Brianna says.

with adopted embryos. At the end of the day, it’s all

She also felt the benefit of going through LCS with

about being a parent. My patients are super-fulfilled

her brother, Alex, who also became a physician. “We

when they finally have their baby and that makes me so

get along really well,” she says, “but we took different

happy.”

approaches to medicine. It’s a fun dynamic but it shows

Growing up, Brianna was surrounded by the world of medicine. Her dad, grandfather and great-grandfather were all doctors and her mom and several aunts were

that there’s not just one way to study medicine or have a medical career. There are many avenues within the field.”

nurses. “My dad was so positive about it,” she recalls.

That’s why, for anyone considering a life in medicine,

“He always said he had the best job in the world,

she advises finding your own people. “You have to

especially working with kids because kids tend to get

be passionate about the subject matter but also the

better and healthier.”

community you’re joining. Are they your people?

After getting her medical degree at the Medical College of Wisconsin in Milwaukee, she did her residency in

Combine your personality and your personal interests and you will succeed.”

JOHN SOUTHERST

42 | Grove News Winter 2019

ALUMNI in Medicine

Moment of Truth: When did you realize medicine was your calling?

“When I was six or seven, we had three rabbits in an outdoor hutch: Thumper, Fluffy and Cottontail. We were told they were all female. Fluffy turned out to be male. The other two had litters of five each on Christmas morning. They were little tiny hairless balls. It was the coolest thing I’d ever seen. My mom gave me the talk and explained how babies are made, and I was hooked forever.”

ALUMNI in Medicine

Moment of Truth: When did you realize medicine was your calling?

“I liked the idea of being a pediatrician but I didn’t want to be exactly like my father. So for me the ‘moment of truth’ was the day I decided it was okay to be my father.”

Alex Lyttle ’03:

THE AUTHOR DOCTOR Medical school is just the beginning of a doctor’s

After three years of residency in pediatrics at the bright

training. During residency and fellowship periods that

new Alberta Children’s Hospital and another two years

follow, doctors-in-training are learning their specialties,

on a fellowship at the Vancouver Children’s Hospital, he

and 100-hour work weeks are not uncommon. The strain

returned to Calgary where he is especially enthusiastic

can be wearing.

about new food desensitization therapies that may even

During his residency, Alex Lyttle ’03 found an oncology

be able to “turn off” deadly peanut allergies.

rotation particularly taxing and he started to write. It was

“Very few of us are doing it outside of research centres,”

a children’s novel about an 11-year-old boy whose

he says. Using a methodology he learned in Vancouver,

younger brother is diagnosed with leukemia. “You need

the therapy involves gradually introducing increasing

something to take you away from it,” Alex says. “I saw

micro-amounts of the allergen until the child becomes

the relationship between siblings in the cancer ward as

tolerant. “You can actually turn the allergy off in some

very interesting—how the squabbling and

cases. People drive eight hours to see me because it

competitiveness can become loving and caring.”

offers a potential cure.”

Ant to Eagle was published two years ago, winning

As one who has sat on the medical school admissions

accolades including a prestigious Silver Birch Award. “I

committee at Western University, Alex emphasizes well-

was nervous when it was published because it was a

roundedness as a key characteristic for candidates. “In

heavy topic,” Alex says. After all, it begins with the older

medicine, we’re really looking for ‘people people,’” he

brother’s “confession”—or belief—that he “killed” his

says. “Communication skills are so important, both for

brother. But instead of being shunned, it has become a

listening to patients but also to tell them what’s going

recommended read by reviewers and school boards.

on.” And that’s why he looks back on his time at LCS as

Alex eventually settled on pediatric allergy as his

so important to his own career in medicine.

specialty, practising at the Arid Mountain Allergy Clinic

“Academia is a priority at LCS, and it instills a work ethic

in Calgary. His second novel, The Rise of Winter, hits

with mandatory study times and high expectations. But

bookstores in May. Veering away from the medical

it also encourages all the outdoor activities and sports. I

world, it’s a fantasy about the destruction of nature and

did the Duke of Edinburgh Awards—bronze, silver and

the Earth and who should protect it. “There are

gold—with all the volunteer, outdoor and sport

hundreds more ideas in my head,” he says. “A lot could

components, and I played tennis, soccer, basketball and

involve a medical spin, but the first one took a lot out of

did ski racing. Tennis and basketball are still favourites

me emotionally.”

of mine.”

After four years working on his BSc and another four in

It put him on the road to his future, he adds. “We had

medical school at Western University in his hometown of

great science teachers who were really engaged in their

London, ON, Alex had considered specializing in

subjects. You tend to be drawn to the fields where you

orthopedics, because he liked sports, but settled on

have people who you connect with. It’s true in education

pediatrics. “My dad was a pediatric respirologist, and I

and in the working world. That’s how you find the path

worked in his clinic in the summers during university. I

that’s right for you—through relationships. And you got

did some allergy testing for him and I liked it. I didn’t

that at LCS.”

want to be exactly like my dad, but I did like working with children.”

JOHN SOUTHERST Grove News Winter 2019 | 45

ALUMNI in Medicine

Moment of Truth: When did you realize medicine was your calling?

“It was the day I spent with my sister’s friend’s husband treating patients in London. That’s when I realized what an incredible honour it is to be invited into someone’s life at their most vulnerable moments.”

Matthew Heeney ’87:

A WINDING PATH Matthew Heeney ’87 began his journey into medicine at LCS.

interactions with actors and soon moved on to actual clinics.

He just didn’t know it at the time.

“It was a time when HIV was very much on people’s minds,”

It’s a journey that led him eventually to Harvard Medical School, where he is an assistant professor of pediatrics, and to Boston Children’s Hospital, where he is Associate Chief of Hematology in the hematology/oncology division.

But at LCS, Matthew enjoyed art and printmaking. He thought he’d like to study medical illustration after he graduated. Then

Matthew says. “Immunology was very interesting and well funded. And I loved it. It was difficult and very challenging, but I made good friends in the process.”

He makes the point that for anyone considering medical school, it’s wise to consider the school’s approach. “The best school for you is the one that best fits how you learn.”

in his final year, he dove enthusiastically into his science

Matthew had never really considered pediatrics, but a mentor

courses, and pondered medical engineering for a while. He

in Calgary specialized in pediatric hematology/oncology,

gained admission to the University of Toronto’s Trinity

doing bone marrow transplants in young cancer patients

College. But fate had a side journey in mind first.

whose own bone marrow had been destroyed by

LCS at the time had a British Alumni Travelling Scholarship funded by British grads, many of whom long ago had attended

chemotherapy. “He got me interested in it and convinced me to do pediatrics.”

LCS to escape the bombing during World War II (the

What followed was a four-year pediatrics residency at

scholarship continues to the present day). The scholarship

Montreal Children’s Hospital, then a pediatric hematology/

allowed winners to travel to the UK, work and live for a

oncology fellowship at Duke University in North Carolina, “an

while—and Matthew was one of the winners. He deferred his

amazing bone marrow transplant and immunology program.”

Trinity College admission and was off to London.

While there, again through the influence of a valued mentor,

He worked for some months at the renowned Lillywhites sporting goods store in Piccadilly Circus, then the Moss Bros menswear shop in Covent Garden, and through his new contacts skied for a few weeks in the French Alps. Upon his return to London, he met up with the husband of his sister’s

he became more interested in non-malignant hematology, leading him to his current clinical and research work in sickle cell anemia. Eventually, with a desire to move closer to family, he accepted a position at Boston Children’s Hospital and Harvard Medical School in 2002.

close friend, who was in his final year of training in internal

Most recently, in addition to medical publications and his

medicine. His new acquaintance invited Matthew to spend a

teaching responsibilities at Harvard, he has begun to work in

day with him seeing patients.

the emerging field of gene therapy as a potential treatment for

“There was an endoscopy, a few routine procedures, but it was fascinating to me,” he recalls. “At the end of a rather long day, a code was called for a cardiac arrest. The doctors responded but the patient died. It was a long walk home that

sickle cell patients. The team he works with can take blood stem cells from the patient’s bone marrow and re-program them to make functional hemoglobin to replace the sickle hemoglobin in their red blood cells.

night, a thoughtful and solemn walk. I was smitten. And I

“In medicine now, there’s just so much to know that you can’t

decided to start pre-med when I returned.”

know it all,” he says. “You have to learn how to acquire

He studied immunology and took the pre-med prerequisites “to see how hard it would be,” but ultimately decided to finish his studies in immunology before applying to medical school.

knowledge quickly when you need it and evaluate it critically before applying it to patients. It’s a lifelong journey of learning.”

He settled on the University of Calgary for several reasons. He

With so many avenues to explore, the journey often involves

is a native Albertan born in Edmonton, he is an avid skier with

twists and turns. “I’ve changed focus many times,” he says.

an eye on the nearby slopes, and it was a three-year program

“But to be a good doctor, you have to be a good human first,

with no summer break, “which was fine,” he adds.

with lots of life experiences to be able to relate to people of all

Best of all, Calgary had a tutorial-based approach rather than a classroom and lecture-based one. This also meant seeing patients within the first year. Students started by observing

ages and backgrounds. It’s an education every day, and you never stop learning.”

JOHN SOUTHERST

Grove News Winter 2019 | 47

Daisy Moores ’96:

HARD THINGS ARE DOABLE Working in a mission hospital in Zimbabwe on a student

“When I started medical school, I didn’t plan to go into

exchange, 16-year-old Daisy Moores ’96 found herself on

obstetrics, too—it was more family medicine,” she recalls.

many adventures assisting doctors on medical emergencies

“But I had always liked babies and obstetrics, and a mentor

in remote parts of the country. On one occasion, while on a

suggested I pursue it. And the skills that you use are really

call with Daisy along for help, the driver of their Land

rewarding.”

Cruiser suffered a stroke and died. No one else knew how to drive the twin-gearshift standard transmission vehicle back to the hospital. Neither did she, really, but she did it anyway with a full passenger load behind her.

You’ll hear it a lot from doctors—that they have always wanted to help people. Growing up, Daisy lived in that milieu of community service and caring. Her mother was a social worker and her father was (and continues to be) a

Back at LCS, she made a presentation to the school about

skilled teacher of canoe-building in Bancroft, ON. She was

her exchange experience in Zimbabwe. It was a barnburner,

able to go to LCS with the help of the school’s financial

of course. A woman in labour being transported at night by

assistance program and a lot of hard work by her parents

jeep to another town for a C-section. The people. The learn-

when the public system didn’t have the academic rigour

to-drive escapade. Many life lessons learned. The

that she sought. While she got that at LCS, she found the

headmaster at the time wrote her a note afterward, praising

culture of caring equally valuable.

her talk. “It was authentic Daisy,” he said.

“LCS makes it very clear that a helping way of life is an

“I wasn’t sure what that meant,” Daisy thought at the time.

important and valuable way to spend your time,” she says.

“But now, with some perspective, I can see that it was my

“It could exist in a bubble where it is, but it doesn’t. The

experience and I did it in a certain way. Back then, I was

school is part of town life and part of a community where

thinking, omigosh, I can do things. Hard things are doable!

taking care of others is the way you live. The teachers and

That was what he was getting at.”

their families are a part of that. It’s just normal.”

Daisy went on to do more hard things. Nursing at McMaster

For that reason, family medicine and obstetrics are a

University in Hamilton, ON, then two years as a pediatric

particularly good fit. “Family medicine is very much a part

nurse in Yellowknife, NWT. Medical school at the University

of the community,” says Daisy, the mother of twin nine-

of Ottawa, residency in family medicine and a fellowship in

year-old boys. “We’re a lifeline for our patients and it’s

enhanced maternity care at The Ottawa Hospital. And now,

really relationship-based. I often run into my patients

a family medicine practice, an obstetrics practice at The

around town, and I like it that my kids see people come up

Ottawa Hospital and an administrative position there as

to me and thank me for one thing or another. They see

Head of the Division of Maternal and Newborn Care

there’s a lot of value in helping others.”

since 2016.

Moment of Truth: When did you realize medicine was your calling?

“For as long as I can remember, I wanted to be a doctor. The reality of life as a family physician is that I spend a lot of my day trying to alleviate suffering and help improve lives, all in the face of a terribly under-funded system and decreasing resources for an ever-growing group of sicker patients. Some days it feels like you take more steps backwards than forwards. But then you reassure a worried parent, diagnose a serious disease in time to treat it well, help a family joyfully welcome a baby, facilitate care to improve an elderly person’s quality of life, or see a depressed patient through treatment regain their life again. These are the moments when I remember that the dream of medicine really is as simple as it was when I was a little girl, founded in a true desire to help people and a deep satisfaction from doing so.”

ALUMNI in Medicine

ALUMNI in Medicine Rachael Adams ’99

Ha Yun Lee ’09

West Carleton Family Health Team | Carp, ON

Health Education North West | London, England

Family Medicine

Anesthesiology

Hillie Allen ’10

Peter Mack ’96

Schulich School of Medicine | London, ON

LHSC University Campus | London, ON

Orthopedic Surgery Resident

Anesthesiology

Dave Anthony ’98

Robert McNamara ’96

NewYork–Presbyterian Hospital | New York, NY

Royal Perth Hospital | Perth, Australia

Emergency Medicine

Intensive Care Specialist

Allie Binnie ’93

Peter Pelc ’03

William Osler Health System | Etobicoke, ON

Loma Linda University Medical Center | Redlands, CA

Internal Medicine, Critical Care Medicine

Psychiatry Resident

Christie Blackwell ’02

Andrew Petrosoniak ’01

Canadian Armed Forces

St. Michael’s Hospital | Toronto, ON

Canadian Armed Forces Physician Assistant

Emergency Medicine

Matthew Chellew ’97

Nicole Pinto ’08

Credit Valley Hospital | Toronto, ON

Joseph Brant Hospital | Burlington, ON

Emergency Medicine, Family Medicine

Family Medicine

Claire Danby ’98

Nisha Pinto ’04

Maine Medical Center | Portland, ME

Lurie Children’s Hospital of Chicago | Chicago, IL

Obstetrics and Gynecology

Pediatric Anesthesia Fellow

Christiane Dash ’10

Kim Rutherford ’01

Windsor Medical Centre | St. Michael, Barbados

Spectrum Health | Vancouver, BC

Family Medicine

General Family Practice

Jennie Jackson-Hughes ’97

Erica Thompson ’08

Algonquin College Student Health | Nepean, ON

Kingston Family Health Team | Kingston, ON

Family Medicine

Family Medicine

Ali Kara ’04

Philippe Violette ’97

Stratford General Hospital | Stratford, ON

Woodstock General Hospital | Woodstock, ON

Internal Medicine

Urology

Laura Lawson ’00

Meghan Vlasschaert ’02

Be Well Centre | Peterborough, ON

University of Calgary | Calgary, AB

Family Medicine

Internal Medicine

The paths LCS alumni take after graduation are as diverse as their journeys while at LCS. The Grove experience nourishes a self-confidence and willingness to take risks that result in a breadth and depth of career paths. While this list is in no way comprehensive, Alumni in Medicine celebrates the numerous individuals who have chosen to give back to their communities through their professional practice in healthcare. The paths that brought them to these areas of specialty are as unique as they are.

Are you working in Medicine? We would love to hear from you. Email communications@lcs.on.ca

LCS ALUMNI–Class News!

1970s Steven Ferguson ’78 and William Koo ’78 recently met up in Hong Kong—the first time they have seen each other in 40 years!

1980s Ken Irving ’80 and Alex Paterson ’80 acted in a Steven Ferguson ’78 and William Koo ’78

Rose, daughter of Shane Smyth ’96 Photo: Tracey-Lee Eddy ’99

three-man play, Men’s Room, at the Crow Theatre in Toronto. Men’s Room was directed by Alex’s brother, Robb Paterson ’75.

1990s Shane Smyth ’96, wife Aurora and big brother Elliot welcomed Rose on October 26, 2018 at St. Michael’s Hospital in Toronto.

Congratulations to Brendan Dunn ’98 who is featured Sebastian Kern ’01 and wife Corinna

James, son of Luke O’Regan ’01

in the 2019 Top 100 People in Finance Magazine.

Kathleen (Wright) Hilchey ’98 founded a new business, Rise & Shine Sleep Coaching. Learn more at

riseandshinesleep.com Jonathan Randall ’99 has recently left behind the talent agent world and moved to Cambridge, Ontario to take on the new role of Director of Development for Drayton Entertainment. Drop him a note if you’re coming to the theatre!

Kate and Kim Rutherford ’01 with daughters Aleksandra, Tatiana and Zoya

Kaley (Morris) Welch ’02 with daughter Teagan

2000s Sebastian Kern ’01 married Corinna Kern on December 1, 2018.

Luke O’Regan ’01 and wife Suzie welcomed baby James Henry Percival (Jamie) on September 15, 2018.

Kim Rutherford ’01 and wife Kate, along with big sisters Aleksandra and Tatiana, were thrilled to welcome baby Zoya on October 3, 2018 in Vancouver, BC. On August 28, 2018, Kaley (Morris) Welch ’02 and her

Dalle wedding: (L-R) Sho Araki ’03, Mark Soder ’00, Trevor Johnston ’00, Malcolm Johnston ’02, Loïc Dalle ’03 (groom), Lindsay Parfitt (bride), Chris Carrique ’02, Mel Wright ’02, Andrew Sainsbury ’02, Jenna Shelley ’02 and Arielle Dalle ’05

husband, Kevin, welcomed their first child, Teagan Millie Welch, in Toronto.

Grove News Winter 2019 | 51

OUR PEOPLE LCs staff snapshot

Andrew Johnston ’95

Values Advocate: Trust, Head of Rashleigh House, Director of Residences, Outdoor Education Teacher life before lcs BA (Hons) History and Political Studies, Trent University Bachelor of Education, Queen’s University Residential Assistant, Lakefield College School Assistant Director, Onondaga Camp Camp Counsellor, Camp Ponacka

unique achievements “I am one of a few people to hold concurrent positions at LCS as an alumnus, faculty member, prospective parent and parent to an LCS student!

Also, in my senior year at LCS, I was awarded the prestigious British Alumni Travelling Scholarship.”

current passion project “My current passion project is watching my children develop the skills that they will continue to use as life-long outdoor athletes.”

My LCS Difference “My LCS difference is sharing a campus, residence and classroom with students from 40 countries, and being confident that the LCS community works well together 99.9% of the time. I also love the trees around the beautiful campus!”

SAVE THE DATE

See more from 2018 at: facebook.com/LakefieldCollege

ABOVE (Top to bottom): LCS alumni came home to The Grove for their reunion in 2018. L-R: Class of 2008 celebrating their 10-year reunion; Class of 1983 celebrating their 35-year reunion; Class of 1993 celebrating their 25-year reunion; Class of 2003 celebrating their 15-year reunion; Class of 1978 celebrating their 40-year reunion; Class of 1988 celebrating their 30-year reunion; Class of 1953 celebrating their 65-year reunion; Class of 1998 celebrating their 20-year reunion; Class of 2013 celebrating their 5-year reunion.

LCS ALUMNI–Class News!

2000s Loïc Dalle ’03 and his wife Lindsay

Wellness were recently awarded a Best

Nova Scotia. They were celebrated by

Parfitt were married in the southwest of

of Bermuda Award in the category of

LCS friends including Michella

France on September 1, 2018. They were

Holistic Healthcare. Beth was honoured

Young ’03 and Alex Trowbridge ’06.

joined by friends and family, with a

to receive this award and says she is

great Lakefield alumni turnout in

excited to see what next year brings for

attendance (photo p. 51).

Ocean Rock Wellness. Beth and her

Andrew ’03 and Jessie (Vouk) Parke ’05 welcomed a baby girl, Hannah Josephine, on January 5, 2019.

Kristin Hadfield ’04 and Aaron Gerow were married on September 8, 2018 at Kristin’s family cottage. They were celebrated by Lakefield friends

team have big ideas to help their

Rosalea Terry ’07 and Jeff Blodgett welcomed Hudson Archer Blodgett on December 27, 2018.

community reach optimal health! Visit

Ellen Garneys ’08 married Dr. Bryce

their website to learn more:

Lowry in Niagara-on-the-Lake, Ontario

oceanrockwellness.com Chas (Petraitis) ’04 and husband Josh welcome a baby girl, Hadley Kirsten Keepfer, on September 5, 2018.

on September 15, 2018. They were celebrated by LCS friends including Hannah Anglesey ’07, Alison Corner ’07, Baillie Allen ’09, Riley Garneys ’10, Abby Allen ’12, Jennifer

including Evan Hadfield ’03, Meaghan

Mackenzie Crawford ’05 and wife Lynn

Allen (alumni parent), Pat and Judy

Dyas ’04, Holly Rutherford ’04 and Erin

welcomed a baby boy, Wilson, on

Anglesey (alumni parents), Pearl Dixon

Northey ’04.

November 29, 2018.

(alumni parent) and Glenn Garneys

Beth (Mullen) Hollis ’04 is a co-founder

Sara Cooper ’06 and husband Dan

of Ocean Rock Wellness, a leading

McParland welcomed a daughter, Nora

Nicole Pinto ’08 married Kevin Dong on

holistic healthcare practice in Bermuda.

Meredith, on August 8, 2018. Sara has

September 29, 2018. They were

This year, Ocean Rock Wellness shared

recently relocated to Toronto where she

celebrated by LCS friends including

their expertise through the launch of a

is working as a midwife. Sara is happy to

Nisha Pinto ’04, Vanika Chawla ’08,

book, Healing Bermuda: The Real

answer any questions and give

Jimmy Gray ’08, Chris Horton ’08,

Solution to Your Health Crisis. The

recommendations for pregnancy care

Lauren Schumacher ’08, Laura

book’s foreword was written by

within the city.

Stedman Graham, a fellow author and entrepreneur, who wrote, “without hesitation, I agreed to endorse Healing Bermuda and their very important work

Brittany (Scott) Beach ’06 and husband

Slipp ’08, Emma Vouk ’08 and Nayna Maini ’12.

Travis welcomed a baby boy, Theodore,

Morgan Bignell ’09 married Jeff Bowen

on December 19, 2018.

on October 13, 2018. They were

for the communities and people of

Kelsey Young ’06 married Brian

Bermuda.” The women at Ocean Rock

Bremner on August 25, 2018 in Chester,

Andrew ’03 and Jessie (Vouk) Parke ’05 with daughter Hannah.

(alumni parent).

Kristin Hadfield ’04 and husband Aaron Gerow

celebrated by a large number of LCS friends in attendance (photo p. 56).

Beth (Mullen) Hollis ’04 (centre) with colleagues Dr. Famous and Dr. Peets Talbot

OUR PEOPLE LCs staff snapshot

Chas Petraitis ’04 with daughter Hadley

Mackenzie Crawford ’05 with wife Lynn and son Wilson

Rhiannon Gilbart ’12 Associate Faculty: Team Leader life before lcs Bachelor of Community Design (Hons), Dalhousie University Development and Outreach, Peterborough Humane Society

Sara Cooper ’06, with husband Dan and daughter Nora

Theodore, son of Brittany (Scott) ’06 and Travis Beach

current passion project “I am lucky that almost everything I do at LCS is a passion project for me. From working with the School Life Class, to the day students, boarding students and the Athletics Department, I have the opportunity to contribute to programs that meant so much to me as a student. I am passionate about identifying efficiencies and recently learned the basics of coding to create a co-curricular attendance system.”

Kelsey Young ’06 with husband Brian

Rosalea Terry ’07 with Jeff Blodgett and son Hudson

My LCS Difference “There is incredible mentorship and support from staff here at LCS. Working alongside my favourite teachers and understanding their passion for the school and our students has been the best part of returning. In particular, I have learned such an incredible amount from Vera Wilcox, Carrie Gilfillan and Vicky Boomgaardt.

They have been so encouraging to me, regularly opening my eyes to varying perspectives. I aspire to lead with the compassion and dedication that they bring each day.”

Ellen Garneys ’08 with husband Bryce

Nicole Pinto ’08 and husband Kevin Grove News Winter 2019 | 55

Alumni by the

numbers

2018/19

LCS ALUMNI– Class News!

Alison Sale ’09 married Christopher Horne on May 29, 2018.

Congratulations to Sarah Douglas ’12 who, in addition to being named Sail Canada’s Skipper’s Plan Female Athlete of the Year, has secured a spot at the 2019 Pan Am Games this summer in

8

current students with alumni parents

1,000+ Hepburn Alumni Challenge participants

Lima, Peru!

Congratulations to Calum Cook ’15 who recently climbed to the peak of Mont Blanc, the tallest mountain in Europe!

largest ever

Home to The Grove Reunion / Fall Fair 2018

5

current students supported by the Hepburn Alumni Challenge Bursary

Morgan Bignell ’09 and husband Jeff Bowen; (L-R) Erica Thompson ’08, Victoria Campbell ’09, Andy Crampton ’09, Lindsay Munoz ’09, Morgan Bignell ’09 (Bride), Selene Di Prisco ’09, Donny MacPherson ’09, Jack Cole ’10, Amanda Cohen, Amber Halcovitch ’09, Jake Anglesey ’09

31

alumni and community events across 10 countries

Alumni with Children at The Grove

Alison Sale ’09 with husband Christopher

Calum Cook ’15 climbing Mont Blanc

Colin Duff ’79—Allison Duff ’19 James Hicks ’84—Will Hicks ’20 Bruce Boren ’87—Valentina Boren ’21 Stephen Coates ’90—Lily Coates ’19 Todd Watts ’90—Nicholas Watts ’20 Andrew Johnston ’95—Olivia Johnston ’22 Scott Ross ’95—Mairi Ross ’20 David Forster ’01—Alex Forde ’19 56 | Grove News Winter 2019

2018/19 Legacy Students: (L-R) Will Hicks ’20, Allison Duff ’19, Valentina Boren ’21, Anne-Marie Kee, Olivia Johnston ’22, Lily Coates ’19, Alex Forde ’19, Mairi Ross ’20

In Our Memories Mae Nurse passed away on September 8, 2018 in Whitby,

Roger Carling-Kelly ’67 passed away on December 29,

ON. Wife of William Nurse ’48 (predeceased),

2018 in Terrace, BC. Brother of Brian Carling-Kelly ’56.

grandmother to Will Richardson ’07 and Andrew Richardson ’09.

Vickie Wilson passed away on September 16, 2018 in Peterborough, ON. Mother of Aaron Wilson ’06.

Gerald Grant ’50 passed away on September 23, 2018 in Niagara-on-the-Lake, ON. Brother of Peter Grant ’54 and

David Law ’65 passed away on January 10, 2019 in SaintLazare, QC. Michiel Röell ’48 passed away on January 23, 2019 in Lion’s Bay, BC. Brother of Pieter Röell ’51 (predeceased).

Chris Barron ’51 passed away on February 1, 2019 in

Harold Grant ’51 (predeceased).

Toronto, ON. Son of John Barron, Class of 1910.

Bill Amos ’48 passed away on October 1, 2018 in

Bill Godson ’79 passed away on February 9, 2019 in

Kingston, ON.

Aurora, ON.

Peter Breyfogle ’46 passed away on October 20, 2018 in

Mariano Ang Nocom passed away on February 10, 2019

Cobourg, ON.

in the Philippines. Father of Hermoso Nocom ’88.

Peter Galbraith ’48 passed away on October 20, 2018 in

Tony Ross ’62 passed away on Mach 3, 2019 in Toronto,

Kingston, ON.

ON. Father of Ian Ross ’05 and grandfather of Meagan McConnell ’09.

Percy Sherwood ’51 passed away on December 8, 2018 in London, ON. Brother of Michael Sherwood ’56 (predeceased).

Grove News Winter 2019 | 57

IN MEMORY:

Percy Sherwood ’51 (1932 - 2018) Percy Sherwood ’51, who died in

which was good, as we were already

As an expert on Canada-Middle East

December, lived a long and

becoming fast friends. That meant

relations at the then-Department of

extraordinary life as a Canadian

we soon were sharing a hut (more

External Affairs, Percy eventually

diplomat and ambassador.

smoking!),” Bill writes in an email.

become the Ambassador of Canada

Percy and Bill joined the school’s

to Iraq (1983 to 1986) and, later, to

naval cadets, which meant marching

Jordan (1991 to 1992).

Born in 1932 in Ottawa, Percy carried a prominent legacy in his name. His grandfather and

with .303 rifles every morning.

Percy’s legacy includes contributing

namesake was Colonel Sir Percy

Percy graduated from Lakefield in

to Canada’s diplomatic efforts in the

Sherwood, who was the Chief

1951. He completed an

coalition to exercise influence over

Commissioner of the Dominion

undergraduate degree in French at

Iraq following its invasion of Kuwait

Police, the first federal police force

Carleton University in 1955 and took

during the Gulf War (1990 to 1991).

in the country.

additional courses at the University

Percy did consulting work for the

of Geneva in 1957. He lived much of

Supreme Court of Canada in 1995.

his life abroad during his 30-year

He was also involved in the signing

career. Percy was posted to missions

of the 1997 Ottawa Treaty, a

in Malaysia (1960 to 1961), Poland

convention that aims to eliminate

(1965 to 1966), the Netherlands

the use of anti-personnel landmines.

(1966 to 1969), Pakistan (1973 to

After retiring, Percy’s interest in

1975) and the United States (1975 to

global issues continued. He was

1979).

known to read The Globe and Mail

As a young man, Percy attended The Grove when it was an all-boys school. Sir Percy paid his school tuition. Percy met Bill Boyd ’52 at the age of 12 as they took off by train from Ottawa to Peterborough with eight others, including Bob Minnes ’52 and Fred Vokes ’51.

Bill recalls that they had a two-hour wait during a connection in Smiths Falls, ON, which gave them time to stock up on cigarettes and candy.

Unbeknownst to their parents and the staff, the boys would get together to smoke in huts they had built in the woods at Lakefield. “Percy and I were put in the same class and dorm

Percy often rubbed shoulders with

every morning.

world leaders and royalty. He met

Percy and Bill remained lifelong

Pope Paul VI during a trip to the

friends from the time they started

Vatican in 1969, came face to face

school at Lakefield until Percy’s

with Saddam Hussein in a meeting

death in 2018. “I’ve had so much fun

during the late 1980s (pictured

with him over the years,” Bill says.

below), and became close with King

“I was proud to be his friend.”

Hussein bin Talal of Jordan during his time as ambassador.

PERCY SHERWOOD (Son of Percy Sherwood ’51)

Percy Sherwood ’51 representing the Canadian Department of External Affairs in a meeting with Saddam Hussein during the late 1980s

58 | Grove News Winter 2019

Q&A

WITH LCS ALUMNUS David Miller ’77 Q: Day Student or Boarder?

A: I was a boarder for 5 years. I still have my house tie.

Q: Favourite LCS memory?

A: My first canoe trip to Algonquin—Thanksgiving,

1972; the Ants coming second in the Ontario Drama Competition, 1974; getting my first A on a paper for Dr. Barker; winning against the odds vs TCS in soccer (2-0, 1976) and in rugby vs St. Andrew’s (9-6, 1977).

Q: Who had a profound impact on you at LCS? A: Dr. Barker (academically and because she made me

Q: Hometown?

A: Ottawa, after my mother and I emigrated from England.

Q: Favourite LCS spot?

A: The outdoor natural ice rink that

used to exist just below the Grove hut.

We’d make the ice late at night with a fire hose and then play shinny before breakfast.

Q: Most important LCS lesson?

A: “Example.”

Q: Post-LCS Pursuits?

A: Harvard honours AB Economics and University of Toronto LLB.

apply to Harvard) and Richard Hayman (sports and the arts—taught me many life lessons).

Q: LCS Passions?

A: I loved it all. Algonquin Park twice a year; English with Dr. Barker; Richard Hayman coaching soccer and rugby; Bryan Jones in History; Math; Mr. Harris; the theatre and House Plays; choir; close bonds with our class of 32; the debate team. All of the faculty, led by Terry Guest, were so committed to the school— Bush, Doc, Mr. Burns, and many more.

Q: Current professional or passion projects?

A: I have a global role with a coalition of Mayors (C40 Cities Climate Leadership Group) working on climate change. It’s immensely rewarding to be part of positive change. Working on a book. Maybe.

Q: Achievement you are most proud of?

A: As Mayor, transforming the City of Toronto government so that it had the financial resources and credibility to help change peoples’ lives economically, socially and environmentally.

Q: Words of advice for LCS graduates?

A: Find what you are most interested in right now, and fully commit to it.

Grove News Winter 2019 | 59

SHARE the MAGIC of THE GROVE Alumni, parents, grandparents, friends...you are the best source of student referrals!

• We invite you to share the magic of LCS (and the many good news stories in this issue of the Grove News) among your networks of friends who may have children that are interested.

• If you know of a student who would thrive at LCS, please let the Admissions Team (admissions@lcs.on.ca) know. We truly appreciate the recommendations you make to your family and friends!

• Admissions is now recruiting for the Class of 2024. Have your friends inquire today.

lcs.on.ca If addressee has moved, DO NOT forward. Return with present address if known. Mailed under Canada Post Publication Agreement #40025808

LEARN MORE

The Grove News is published twice a year by the Communications Office.

Lakefield College School, 4391 County Road 29, Lakefield, Ontario, Canada K0L 2H0